Table of contents Abstract 1 Statement of Intent

thinking in education
Education is perhaps the most basic human need and the process that enables human development. According to Meyer (1976), the goal of education is to develop the individual and to reach their full potential. Enhancing children's thinking is the primary purpose of school, not just a side benefit, even if it happens (Lipman, 2003). should show students how Critical thinking is revealed when students assess what they have learned and how they learn (Emir, 2009). As Cotton states (1991):
"For students to function successfully in a highly technological society, they must possess the lifelong learning and thinking skills necessary to acquire and process information in an ever-changing world. ."
One of the educational goals should be the development of students' thinking abilities, not just motor skills, which is a fundamental goal of modern educational approaches. According to Elder & Paul (2008), students are active rather than passive, realizing critical thinking.
critical thinking and education
One of the most important goals of education is to develop well-informed learners. In other words, learners need to understand important, useful, beautiful, and powerful ideas. The other is to develop learners who are motivated to think analytically and critically, use their knowledge to improve their own lives, and contribute to society, culture and civilization. These two goals of education as a tool for critical thinking are based on certain assumptions.
1. The brain is biological. A head is created. Curriculum is therefore a mind-changing tool. This poses a moral imperative to treat the learner as an independent center of consciousness with the basic ability to direct the contours of his mind and life.
2. Education should aim at empowering learners to self-determine rather than preconceived roles. Therefore, it is important that learners are prepared to navigate the maze of challenges that life has in store for them.
3. The educational system usually introduces the novice to a realm of representational forms and meanings previously created by humans.
4. Careful analysis, clear thinking and rational deliberation are fundamental to democracy and democratic life.
Based on these considerations, the ability to critically evaluate and analyze has been proven to be fundamental to good quality of life. 
teach critical thinking
All students should develop effective critical thinking skills and not take anything for granted. There are several ways to organize a critical thinking class.
You can teach different courses or units, infuse critical thinking into everything you teach, or use a mixed approach. The first approach in another course or unit requires materials that specifically teach critical thinking tendencies, skills, and knowledge. The downside is that there is little transition from what the program and materials teach to the rest of the curriculum. A second possible approach, infusion, involves teaching critical thinking as an integral part of all subjects (Wright, 2002). According to Hirose (1992), employers complain that their employees lack the ability to reason and think critically. These skills are essential because the modern work environment requires more thinking and problem-solving skills compared to jobs of the past. This situation also applies to education. Teachers should possess advanced critical thinking skills. Critical thinking is not the same as intelligence and should not be misinterpreted as such. Critical thinking is a skill that can be developed (Walsh and Paul, 1988). It can be searched and analyzed in different dimensions so that critical thinking can be developed. This indicates that many scientists or experts have hypothesized about critical thinking, as the vitality of critical thinking has been recognized by many people these days. Educators recognize the fact that critical thinking is possible.
critical thinking research
The study of critical thinking began in the 1960s. Through these studies, the researcher attempts to explain critical thinking in his two main areas. Philosophical approaches have focused on the norms of good thinking, the concepts and motivations of human thought, and the cognitive skills necessary for an objective worldview. Psychological approaches have dealt with the concepts of reasoning and experiential thinking, individual differences in learning thinking, and problem solving as part of critical thinking. Here are some examples of critical thinking research. Kurum (2002) published research at the Faculty of Education, Anadolu University. The purpose of Krum's research was to identify critical thinking skills, the levels of thinking skills that make up this skill, and the factors that influenced critical thinking in student-teachers studying at the Anadolu University Faculty of Education. Studies have shown that student-teachers' critical thinking ability and all thinking ability levels are at the intermediate level, and these skills are influenced by various factors such as age, type of high school diploma, type of grades, and level in college. was shown to receive Entrance exams, academic fields studied, education and income levels at home, activities for self-development. Paul (1989) conducted research on the adaptation of critical thinking tendencies in learning environments. In this study Paul proposes to discipline temperament and teach self-centered thinking. He argued that critical thinking consists of skills such as seeing reasoning, examining premises, drawing conclusions, and diagnosing fallacies. He therefore proposed that critical thinking should be constructed as "disciplined, self-directed thinking that demonstrates perfect thinking appropriate to a particular mode of thinking or domain of thought." Critical thinking, conceptualized in this way Education should focus on developing impartial and critical thinkers who are willing to consider the interests of different individuals and groups independent of their own interests. Paul called it a dialogue or dialectical model of thought.
Giancarlo, Blohm, and Urdan (2004) were concerned with measuring propensity for critical thinking in adolescents, as demonstrated in four consecutive studies. Their findings support the California Standard of Mental Motivation (abbreviated CM3). Starting from the assumption that critical thinking is a disposition, this study provides not only evidence that adolescents have a critical thinking disposition, but also a valuable tool for assessing this structure. Did. According to the authors, "CM3 assesses the extent to which individuals perceive themselves as ready and inclined to tackle difficult problems in a systematic, innovative, open-minded and exploratory manner."