Since the mid 1980s, there has been an increased emphasis on the application of critical thinking strategies in the classroom (Wilkosz, 1986, p. 1). Critical thinking strategies, however, are affected by teacher perceptions of what these strategies areand how they best may be introduced into the classroom. How critical thinking strategies are perceived is largely a function of how critical thinking is defined.
The definition of critical thinking generally "has shifted from the ability to recognize certain patterns of thought in the work of others to the more active demonstration of critical thinking of one's own" (Cromwell, 1992, p. 38). Cromwell (1992, p. 38) noted, however, that the definition of critical thinking also "depends both on one's notion of what it means to think critically and one's views of the reasons for critical thought."
Nickerson, Perkins, and Smith (1985, pp. 4 5) stated that critical thinking is a "rational way . . . to judge the plausibility of specific assertions, to weight the evidence, the assess the logical soundness of inferences, to construct counter arguments and alternative hypothesis," as a means of knowing "what to believe, in a wide variety of contexts." Glaser (1985, p. 24) argued that critical thinking is an . . attitude of being disposed to consider in a thoughtful, perceptive manner the problems and subjects that come within the range of one's experience . . . knowledge of the methods of logical inquiry and reasoning . . . skill in applying these methods.
Chaffee (1987, p. 40) held that critical thinking is "making sense of our world." Chaffee (1992, p. 26) also stated that critical thinking is a process by which students both "master information" and "develop a progressive understanding of the process used in each discipline to generate and think about information."
Richard Paul (1992, pp. 4 5) stated that critical thinking is an approach to higher order learning that "multiplies ...