Improving Critical Thinking: a review

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Abstract
This review paper sets out some of the questions that arise when considering critical thinking and its place in the process of education. Key issues are identified and discussed including the meaning of the term ‘critical thought’, the possibility of devising effective ways of facilitating critical thinking skills and the generalisability of those skills. This review is followed by an analysis of how children use thinking skills in problem‐solving situations and the kind of factors that teachers need to consider when designing problem‐solving activities. In conclusion, observations are made about the direction of research.