Using the technology of critical thinking at lessons

The article discusses the possibility of critical thinking techniques in chemistry classes. Critical thinking technology in teaching chemistry and learn different ways of thinking, to distinguish the difference between the information in order to explain their point of view, as well as their knowledge of not only his own opinion and will continue to influence the development of critical thinking skills. The idea of critical thinking development is quite new for Kazakhstan didactics. In our country, proponents of the critical thinking development of students quite a lot. The aim of this technology is the development of thinking skills of students, necessary, not only academically, but in everyday life. The ability to make informed decisions, to work with information, to analyze the various aspects of phenomena and so on. This technology is aimed at the development of a student, the main indicators of which are evaluation, openness to new ideas, their own opinion and reflection of their own judgment.

Introduction

The technology of critical thinking – one of the new educational technologies. It was proposed in the mid 90-ies of XX century American psychologists D. Stilom, K. Meredith and Charles Temple. The term "critical thinking" means a system of mental characteristics and personality traits of communication to effectively work with the information [1,2].

The purpose of this technology – the development of thinking skills students need not only tuition, but also in everyday life. The ability to make informed decisions, work with information, analyze various aspects of the phenomena, and so on. This technology is aimed at the development of the student, the main indicators which are estimates, openness to new ideas, their own opinion, and the reflection of their own judgment [3]. The features of this technology are:

• the learning process is based on patterns of interaction between the individual and the information patterns and mechanisms of cognitive processes;
• phases of technology can be used a variety of forms and strategies for working with text, organization of debates;
• strategy technology enables all the training be based on the principles of cooperation, joint planning and reflection [4,5].

Think critically this – demonstrate curiosity; use research methods, setting the issue, the causes and consequences of the facts, implement a systematic search for answers, doubts about the conventional wisdom, the development of point of view and ability to defend its logical arguments, attention to the arguments of opponents and their logical understanding [6,7].

The main part

The student, able to think critically, owns a variety of ways of thinking and assessing information can highlight contradictions and argue their point of view, relying not only on their knowledge, but also the opinion of the interlocutor. He can carry out a systematic search for answers to the questions reveal the causes and consequences of the facts [8].

Critical thinking has 5 characteristics (D. Klester) [9]:

• First – it is independent thinking;
• Second – it is a generalized way of thinking;
• Third – this way of thinking and problem-estimated;
• Fourth – it is reasoned thinking;
• Fifth – it is social

A critical thinker: form their own opinions;commits informed choices between the different views; solve problems; reasoned argument;valuing work together, in which there is general consensus, is able to appreciate another's point of view and is aware that the perception of the person and his relation to any matter is influenced by many factors [10].

The technology of critical thinking used 3 successive stages: a "challenge – understanding of new information – thinking (reflection)."

Stage 1 – Call. In this phase the actualization of knowledge available to the students, there is interest in the subject under discussion. To wake up call, you can use a picture, a question, problem, issue, situation, brainstorming, working with key terms, inverted logic circuits, free writing, a breakdown into clusters (building logograph-allocation of blocks of ideas), etc.

This stage has two goals: the first – the implementation of several important cognitive activities. Firstly learner actively engaged in a call it. What he already knows about the subject. This forces the student to analyze their own knowledge, and start thinking about the topic, they will soon begin to understand all the details. Of great importance is the fact that through this activity the student determines the level of their knowledge. to which may be added to the new. This is very important knowledge becomes durable if it is acquired in the context of what people already know and understand.

Learning process – the process of linking the new with the already known. Thus, helping students to reconstruct the prior knowledge and understanding can lay the foundations of the most extensive in order to achieve a long-term understanding of the new information. It also helps to highlight misunderstandings, confusion or error in the knowledge that never appeared, if not held active consideration of existing knowledge and understanding [11,12].

The second goal – to activate the trainee. Teaching – an active, not a passive activity. Too often, students passively sitting in a classroom listening to their teachers, who think all the time. While trainees are just sitting or think about – something his. To consciously trained, thoroughly and critical approach to the understanding of new information, they must take an active part in the process of teaching .

Objectives of the first stage are:

• self-actualization of existing knowledge on the subject and the awakening of cognitive activity;
• self-determination of students in the areas of studying the topic, those aspects that we would like to discuss and reflect;
• during this phase of work with information the student defines for itself the meaning: "What does this mean for me?", "Why do I need it?".

Stage 2 – Understanding the new information. The teacher asks students to new information that they need to work.This is the stage at which the student comes into contact with the new information. This contact can take the form of text reading, watching movies, listening to speeches or perform experiments. It is also a learning phase, during which teachers have the least impact on the student. It was during this stage, the student must independently and to participate actively in this work. There are teaching strategies that always maintain a high level of activity of students.

The main task of the stage of understanding is to maintain the activity, interest and inertia movement, created during the call stage – this is the first. The second is supporting the efforts of students to monitor their own understanding when students monitor their own understanding, they compare the new information with their preconceived ideas, they deliberately link the new with already known. As it shown on the picture.They build bridges build bridges between the old and new knowledge to create new understanding.

Stage 3 – Reflection, meditation. It occurs comprehension of all information obtained in 2 stages.

Tasks phase of reflection:

• To help students generalize their own learning material;
• Help yourself to determine the direction of further study

During this stage, students consolidate new knowledge and actively reviewing their performance. It is at the stage of the students do with their new knowledge.

At this stage scheduled achieve several important objectives. First of all, students should express new ideas and information in your own words. Students best remembered what they learned in their own context, expressing it in his own words. This understanding of the long-term nature. When a person is actively reshapes the understanding to use their own vocabulary, you can create a personal meaningful text. The second objective of this stage is a lively exchange of ideas among students, giving them the opportunity to expand their expressive vocabulary, as well as get acquainted with different views. Then, they can build their own ideas with their account.

The teacher's role in technology development of critical thinking: directs the efforts of students in a certain way, clashes different opinions, create conditions that encourage the adoption of independent decisions, gives students the opportunity to make their own conclusions, prepares new cognitive situation inside existing ones.

Forms and means of development of critical thinking are data collection, analysis of texts, a comparison of alternative points of view, brainstorming, different types of group and pair work, debate, discussions, publications written work of students.

In conclusion, I want to bring one of the techniques of critical thinking "to delve into memory"

1. What is the topic? (name it);
2. What do you know about that?
3. What did you expect, or felt the need to know?
4. Why do you need to know?

The teacher announces the theme of the lesson for example: "The monosaccharide. Chemical properties".

However, before the students begin to work with the literature offers little to think of monosaccharide.

Take a sheet of paper and pen and for 3 minutes to answer the question:

Conclusion

What do you know about the monosaccharide? Or do you think that you know it? Or do you think that you know it?

It is important to write down everything that comes to mind. It does not matter whether what is written or not.

After students have written down everything you know about the monosaccharide need to discuss it with your partner.

Once the partners have completed their discussions, members of the group should share their knowledge of metals. As they share their knowledge, the teacher writes their ideas on a piece of paper attached to the wall or overhead projector film, or on the board. Any differences should be brought up for discussion. Specifies the time from the moment the question of whether all agree with what is said. Also contribute to the debate well, friendly disagreements on the issues discussed.

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