MONITORING AWARENESS ABOUT CRITICAL THINKING OF COLLEGES STUDENTS IN ALMATY

The need to understand the concept of critical thinking grows out of the requirements for a modern person, in addition, critical thinking is an important component of the state strategy for the development of education and science of the Republic of Kazakhstan. We are convinced that this topic will develop together with the educational system of our country. The monitoring study presented in the article is the first in Kazakhstan, its purpose is to find out how successfully the concept of critical thinking as a way of thinking has been conveyed to students over the years since the adoption and implementation of the updated content of secondary education program. The study compared two groups of students: those who studied and those who did not study according to the updated content of secondary education, in order to find out how effectively the concept of critical thinking was learned by students. According to the monitoring results, there was no significant difference between the two groups of students, but the respondents' answers showed that there is a persistent non-distinction between such concepts as decision-making in emergency and critical situations, analysis, conclusions, self-regulation, speed of decision-making and success in the exact sciences in the perception of the concept of "critical thinking". At the end of the article, recommendations are given for further use of the obtained data for other studies.

1. White B.Y., Frederiksen J.R. (1998) Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students, Cognition and Instruction, 16(1), pp. 3–118. doi: 10.1207/s1532690xci1601_2.

2. Abrami P.C. et al. (2015) Strategies for Teaching Students to Think Critically: Meta-analysis, Review of Educational Research, 85(2), pp. 275–314. doi: 10.3102/0034654314551063.

3. Bidokht M.H., Assareh A. (2011) Life-long learners through problem-based and self-directed learning, Procedia Computer Science. Elsevier, 3, pp. 1446–1453. doi: 10.1016/j.procs.2011.01.028.

4. Ennis R.H. (1996) Critical Thinking Dispositions: Their Nature and Assessability. Informal Logic Vol. 18, No. 2&3: 165-182

5. Klooster D. (2001) What is critical thinking, Thinking Classroom, 4, pp. 36-40.

6. Государственная программа развития образования и науки Республики Казахстан на 2020–2025 годы №988 от 27 декабря 2019 года (2020) [Gosudarstvennaya programma razvitiya obrazovaniya i nauki Respubliki Kazakhstan na 2020–2025 gody #988 ot 27 dekabrya 2019 goda (2020) [State Program for the Development of Education and Science of the Republic of Kazakhstan for 2020-2025 No. 988 dated December 27, 2019 (2020)] [in Russian]

7. De Giusti A. (2020) Policy Brief: Education during COVID-19 and beyond, Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, (26), p. e12. doi: 10.24215/18509959.26.e12.

8. Barr R.B., Tagg J. (1995) A New Paradigm for Undergraduate Education, Change, (December 1995), pp. 1–19. doi: 10.1080/00091383.1995.10544672.

9. Hirshfield L., Koretsky M.D. (2018) Gender and Participation in an Engineering Problem-Based Learning Environment The Interdisciplinary Journal of Problem-based Learning. Special Issue On Competency Orientation in Problem-BasED Learning Gender and Participation in an Engineering Problem-Base, 12(1).

10. Reed J. H. (1998) Effect of a Model for Critical Thinking on Student. PhD Dissertation, University of South Florida Tampa, Florida 268 p.

11. Okide C.C. et al. (2020) Effect of a critical thinking intervention on stress management among undergraduates of adult education and extramural studies programs, Medicine, 99(35), pp. 1–6. doi: 10.1097/MD.0000000000021697.

12. Pettersson H. (2020) Ideal of critical thinking, Theory and Research in Education, vol 18(3) pp. 322-338 doi: .org/10.1177/1477878520981303.

13. Kahneman D. (2003) A Perspective on Judgment and Choice, American Psychologist, 58(9), pp. 697–720. doi: 10.1037/0003-066X.58.9.697.

14. Stanovich K.E., Stanovich P.J. (2010) A framework for critical thinking, rational thinking, and intelligence, Innovations in educational psychology: Perspectives on learning, teaching, and human development, pp. 195–237.

15. Bonnefon J.-F. (2018) The Pros and Cons of Identifying Critical Thinking with System 2 Processing, Topoi, 37(1), pp. 113–119. doi: 10.1007/s11245-016-9375-2.