Developing Critical Thinking in Schoolchildren: The Neuroscientific Aspect

Abstract

The article discusses the development of critical thinking in schoolchildren. This topic is significant because critical thinking is an essential cognitive skill that helps children adapt to society, engage in meaningful communication, respond effectively to various situations, and feel a sense of accomplishment. The article aims to define critical thinking, identify the characteristics of individuals who think critically, examine tools for promoting critical thinking in schoolchildren, highlight the relationship between neuroscience and critical thinking, and present effective strategies for fostering its development. Research methods include a detailed analysis of scientific literature and systematic analysis. Research methods include a detailed analysis of scientific sources, as well as systematic analysis. Research in this field confirms that critical thinking is a higher-order cognitive process that requires individuals to engage in intellectual self-improvement actively. It follows that schoolchildren with well-developed critical thinking skills can analyse information, assess arguments, and accept or reject ideas based on evidence rather than personal assumptions. The article also provides strategies for educators to enhance critical thinking in the educational process.