Strategies for Teaching Students to Think Critically

TLDR

Critical thinking is purposeful, self‑regulatory judgment that involves interpretation, analysis, evaluation, inference, and explanation of the basis for judgment. This article reviews empirical evidence on how instruction affects the development of critical thinking skills, dispositions, and student achievement. The review analyzes 341 effect sizes from quasi‑ or true‑experimental studies using standardized CT measures as outcomes. The meta‑analysis found a small but significant overall effect (g = 0.30) with substantial heterogeneity, indicating that effective CT instruction—especially dialogue, authentic problem exposure, and mentoring—improves skills and dispositions across all levels and disciplines.

Abstract

Critical thinking (CT) is purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the considerations on which that judgment is based. This article summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions and student achievement. The review includes 341 effects sizes drawn from quasi- or true-experimental studies that used standardized measures of CT as outcome variables. The weighted random effects mean effect size ( g+) was 0.30 ( p < .001). The collection was heterogeneous ( p < .001). Results demonstrate that there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas. Notably, the opportunity for dialogue, the exposure of students to authentic or situated problems and examples, and mentoring had positive effects on CT skills.