DEVELOPING CRITICAL AND CREATIVE THINKING SKILLS IN THE PRIMARY AND SECONDARY SCHOOLS
[ROZVIJANIE KRITICKEHO A TVORIVEHO MYSLENIA NA ZAKLADNYCH A STREDNYCH SKOLACH]
Robert Tomsik – Jana Duchovicova – Livia Fenyvesiova
The aim of the present paper is to detect differences in using strategies developing critical thinking skills between primary and secondary school teachers. Critical and creative thinking strategies were identified using the SKTMV questionnaire (Duchovicova, J. et al. 2017). Research sample consists of 125 teachers. There were no significant differences between research groups in the SKTMV questionnaire factors. Significant differences between research samples were found in following items of SKTMV questionnaire: 1. Schematic representations in teacher learning (p = 0.011); 2. Guidelines for application of curriculum in unusual situations and problems (p = 0.009); 3. Preference of tasks with a greater number of correct solutions (p = 0.007); 4. Categorization (p = 0.015); 5. Discussion (p = 0.041); 6. Small group teaching (p = 0.005), where in all variables primary teacher teachers achieved statistically significantly higher average scores.
Critical thinking, Critical thinking development, teacher, student