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ASSIGNMENT ( SPN 1022 ) MOHD IZAR SHAZERY BIN SAHBUDIN SX081132PTJ04 SPT SEMESTER 1 2008/2009

CRITICA AND CREATI!E THIN"ING


A classification of levels of intellectual behavior in learning. This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective. Within the cognitive domain, he identified six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation.

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Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, se uencing, cause!effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hyphothesi"ing, and crit uing.

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Creative thinking involves creating something new or original. #t involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships. The aim of creative thinking is to stimulate curiosity and promote divergence.

"*/0(-1,collect define describe examine identify label list name show retell tell state copy tabulate uote select

enumerate match read record reproduce Examples: dates, events, places, vocabulary, key ideas, parts of diagram, $Ws

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associate contrast cite compare describe convert distinguish discuss explain extend estimate paraphrase interpret group restate predict summari"e trace % differentiate order

Examples: find meaning, transfer, interpret facts, infer cause & conse uence, examples

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apply calculate relate collect classify complete discover compute change solve act construct illustrate modify administer determine solve show articulate develop transfer demonstrate experiment chart establish use

prepare produce report teach Examples: use information in new situations, solve problems

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analy"e classify breakdown arrange compare correlate connect contrast diagram divide explain discriminate infer select focus separate order illustrate prioriti"e

infer outline prioriti"e subdivide points out Examples: recogni"e and explain patterns and meaning, see parts and wholes

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combine create adapt compose formulate anticipate generali"e integrate collaborate modify rearrange compile invent design devise plan speculate express substitute rewrite facilitate validate

reinforce structure substitute intervene negotiate reorgani"e Examples: discuss 'what if' situations, create new ideas, predict and draw conclusions

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assess compare decide discriminate measure rank test (

convince

conclude

explain

grade

)udge

summari"e

support

appraise critici"e defend persuade )ustify reframe Examples: make recommendations, assess value and make choices, criti ue ideas

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*omain Attributes: interpersonal relations, emotions, attitudes, appreciations, and values id accepts contributes attempts praises challenges uestions defends shares disputes supports )oins volunteers )udges

THIN"ING STRATEGIES AND THIN"ING S"I


T)$*+$*, S%#'%-,5 *escription of each thinking strategy is as follows:

C/*&-3%6'($4$*, +aking generalisations based on inter,related and common characteristics in order to construct meaning, concept or model. M'+$*, D-&$4$/*4 -electing the best solution from various alternatives based on specific criteria to achieve a specific aim. P#/8(-2 S/(.$*, .inding solutions to challenging or unfamiliar situations or unanticipated difficulties in a systematic manner. /esides the above thinking skills and thinking strategies, another skill emphasised is reasoning. 0easoning is a skill used in making logical, )ust and rational )udgements. +astering of critical and creative thinking skills and C#-'%$.- and deductive manner. thinking trategies is made simpler if an individual is able to reason in an inductive 2enerating ideas 0elating +aking inferences 3redicting +aking hypotheses -ynthesising +aking generalisations 4isualising +aking analogies #nventing

T)$*+$*, S+$((4 C#$%$&'( Attributing Comparing and

contrasting 2rouping and classifying -e uencing 3rioritising Analysing *etecting bias 5valuating +aking Conclusions

0easoning

T)$*+$*, S%#'%-,$-4 Conceptualising +aking decisions 3roblem solving

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-cience process skills are skills that are re uired in the process of finding solutions to a problem or making decisions in a systematic manner. #t is a mental process that promotes critical, creative, analytical and systematic thinking. +astering of science process skills and the possession of suitable attitudes and knowledge enable students to think effectively.The mastering of science process skills involves the mastering of the relevant thinking skills. The thinking skills that are related to a particular science process skill are as follows: S&$-*&- P#/&-44 S+$((4 T)$*+$*, S+$((49 19 6bserving Attributing Comparing and contrasting 0elating Comparing and contrasting 2rouping and classifying 0elating Comparing and contrasting 0elating Comparing and contrasting Analysing +aking inferences 4isualising 9 109 +aking hypothesis Attributing 0elating Comparing and contrasting 2enerating ideas +aking hypothesis 3redicting -ynthesising All thinking skills All thinking skills

29 Classifying Attributing 39 +easuring and 7sing 8umbers 49 +aking #nferences

119 5xperimenting 129 Communicating

:9 3redicting 0elating

;9 7sing -pace,Time 0elationship <9 #nterpreting data

-e uencing 3rioritising Comparing and contrasting Analysing *etecting bias +aking conclusions 2eneralising 5valuating 0elating +aking analogy 4isualising Analysing Attributing Comparing and contrasting 0elating Analysing

89 *efining operationally

99 Controlling variables

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