Teaching critical thinking in primary education: preliminary results from an empirical study

Abstract

This paper describes the epistemological, theoretical, and methodological framework of an empirical study on the development of critical thinking skills for primary school students. Critical thinking has been recognized worldwide as a key competence to enable active citizenship. The current research design comprises a two-year intervention in 12 experimental and control classes (grades 2-3 and 4-5) in the Friuli Venezia Giulia region. Teachers nominated their classes to take part in the project through a region-wide survey aimed at investigating the most implemented teaching approaches. After a teacher training on one of the existing frameworks to promote thinking (TASC - Thinking Actively in a Social Context, by B. Wallace), the teachers are implementing the approach in their classes with the continuing support of the researcher. A tool specifically developed was employed as an initial and mid-term assessment to appraise students’ performances, in terms of critical thinking dialogue and dispositions. The final assessment will take place in April 2020. The current paper will address and discuss the research design and the preliminary results of the study.