THINKING

SKILLS
FCE 3204
SEMESTER 1
2011/2012
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Learning Objectives
Define and explain the concept of
thinking
Discuss the importance of thinking skills
Explain the cognitive and affective
domains
Know the meaning of meta cognitive
Explain the meaning of reflective thinking
Explain the meaning of critical and
creative thinking
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THINKING
Silent speech
Using the mind to
Seek meaning/understanding
Explore various ideas
Make decision
Solve problems
To reflect
Generate metacognition using reasonable
and sound decision**
(** ability to control thinking process and activities
such as applying strategies, planning, analysis and
evaluating in the process of giving ideas or doing a
certain action
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 A mental activity whereby knowledge is

achieved and evaluated through the
reasoning process (Presseisen 1987)
A mental activity with a systemmatic
objective which involves an individual in
the evaluation of his/her own thinking
and others.(Chaffee 1988)
Thinking requires the ability to seek for
information in the memory and to relate
it to new information. (Swartz 1989)
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 The practice involves asking a series

of questions surrounding a central
issue. This involves the defense of
one point of view against another
and its oppositional. (Socrates)
Two levels of questioning:
Low level: to gather information
Who / When / What
High Level: to generate thinking
and sound and reflective answer
Why/ How
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THINKING SKILL
Thinking Skill is an intellectual
(mental) skill as an outcome of
training
or
knowledge
that
enables the search of a certain
meaning, exploration of various
ideas
or
creations,
decisionmaking and solving problems in a
reasonable manner
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Thinking:
A mental process which requires
knowledge
Involves a certain mental skill
Used in solving problems
Determines behaviour outcome
Reflects ones attitude

WHY THINKING SKILLS ARE

IMPORTANT
Enhance the quality of students
thinking
Make right decisions
Generates sound and meaningful,
critical and creative ideas.
Differentiates the good and the
bad.
Face todays challenges .
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CONCEPT OF THINKING
Thinking: is a mental process
of using your mind to consider
something
Understand observed
phenomenom
Form concepts
Engaged in reasoning
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FALLACIES IN THINKING
Hasty thinking - set aside time for
thinking
Shortsighted thinking debates,
discussion and brainstorming
Vague thinking effort to clarify an idea in
various forms as in the structure of an essay
Confused thinking train to organise an
idea in a more systematic manner in oral
and writing exercises as in flow charts
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THINKING SKILLS
COMPONENT
o Cognitive domain (brain / mind)
o Affective domain (heart / soul)
o Meta cognitive domain
o Reflective domain
o Critical domain
o Creative domain

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COGNITIVE DOMAIN KOGNITIF

Introduced by Bloom (1956) with 6 levels
(taxonomy)
1.Knowledge - Recall data or information and concept.
2.Comprehension - Understand the meaning,

translation, interpolation, and interpretation of

instructions
3.Application Use a concept in a new situation or use of
an abstraction. Applies what was learned in the
classroom into novel situations in the work place.
4.Analysis - Separates material or concepts into
component parts so that its organizational structure
may be understood. Distinguishes between facts and
inferences.
5.Synthesis - Builds a structure or pattern from diverse
elements. Put parts together to form a whole, with
emphasis on creating a new meaning or structure.

6.Evaluation - Make judgments about the value of ideas or

materials.

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 Knowledge

Low level/order thinking

low order convergent

Comprehension
(convergent)

Application
Analysis
Synthesis
Evaluation

Higher order/level
thinking
- high order divergent
(divergent)

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AFFECTIVE DOMAIN
Suggested by Krathwohl
Affective element, belief, confidence in making decisions, give
opinions, making of individual personality and belief system.
Level in the affective domain:
Receiving/Accepting
Responding
Valuing
Organizing
Acting consistently with the new value

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 Receiving - aware of or attending to

something in the environment.
Accept responsibility of attending a
seminar and listening with attention
Responding
show
some
new
behaviors as a result of experience.
Question and answers/discussion and
completing a task
Valuing
Show
some
definite
involvement/commitment
Appreciating ones aim to be honest
/adopting a profesional attitude
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 Organizazing - Integrating a new

value into one's general set of
values, giving it some ranking among
one's general priorities.
Evaluating a new value like ethical
value
Categorization by value set -Acting
consistently with the new value.
Value internalised till it becomes
consistent with an individuals life
as in being punctual
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Affective
Domain

Examples of Behaviour

Acceptance

Racial tolerance/Listening to talk on

rules/

Response

Showing readiness and willingness to

cooperate
Upholding the law

Evaluate

Working actively
Being a loyal member of a group

To organise

Forming technique of self-control

Accepting the limit of ability, interest
and physical condition

To
practice/apply

Ready to adjust stance, adopting

new information
Using systematic planning to
overcome an obstacle
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Emotional Intelligence (EQ)

Relate to the affective domain
Mayer & Salovey (1990) categorize the
following 6 domains:
Self Realization

Ability to realize a feeling or

emotion

Manage
emotions

Ability to manage emotions, feeling

and attitude in a certain action

Empathy

Sensitivity towards feeling and

views of others

Communication

Ability to communicate and be

aware of feeling that needs to be
shared

Cooperation

Ability to put oneself as a leader or

a follower

Managing
conflicts

Ability to use emotions to solve a

problem

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 Goleman (1995) states the following

factors as influencing EQ: menyatakan
beberapa faktor yg mempengaruhi EQ:
a) Self-control: ability to identify own
self and others
b) Self motivation: ability to delay
feeling of satisfaction, hope of
achieving aimed at self-motivation
c) Empathy: aware and sensitive towards
feelings and emotion of others
d) Managing relationships: Having social
skills that enhance effective
interaction
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 Knowledge of EQ makes students more

stable in social relations and
interactions.
This aspect of intelligence also
encompasses following meanings:
is not restricted to being merely
good and allowing freedom to control
feeling
Each individual has his/her own
different strengths and weaknesses.
Intelligence level increases
throughout ones lifetime
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 How does the internet function?

What must you do to avoid nails
from getting rusty?
Why are youngsters involved in
illegal racing?

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What are you thinking

of?

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