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Raising Children’s Critical-Thinking Skills Shelly Smith COM/515 Instructor: Jeanne Wilson July 14, 2003 Critical-Thinking 1 Raising Children’s Critical Thinking Skills Introduction This paper will discuss how technology can and has helped develop students’ critical-thinking skills through the use of Bloom’s Taxonomy, which when achieved, enables higher-order thinking skills. Body When writing a paper on critical-thinking skills, you must first understand the mix levels of learning according to Bloom’s Taxonomy. Benjamin Bloom (Computimes (Malaysia), 2001), created this taxonomy for categorizing levels of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions. These levels are: 1. Knowledge, observation and recall of basic facts. 2. Comprehension, the ability to understand the main idea (like a plot of a book). 3. Application, applying knowledge to the real world experience and determining the appropriate problem-solving process to use. 4. Analysis, the ability to compare and contrast, differentiating between objective data and variables. 5. Synthesis, the ability to think independently and creatively to produce a plan or quail- tatively improve a product process. 6. Evaluation, the ability to use criteria (quantitative and qualitative) to make a judgment about something for the purpose of further improvement (lifelong learners).
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