Engaging with Literature

THE IMPORTANCE OF ACTIVE LEARNING AND CRITICAL THINKING IN EDUCATION Name of Student Course Name of Professor University Date The Importance of Active Learning and Critical Thinking in Education Introduction Students have become a generation of problem solvers and lifelong movers more than ever in the ever-changing technology worldwide. Critical thinking equips people to scrutinize data, evaluate arguments, and make logical conclusions. On the other hand, active learning allows students to acquire subject knowledge and develop problem-solving, teamwork, and creativity skills (Claxton, 2021). Educational institutions have realized that they need to move from passive learning environments to active learning methods and critical thinking, enabling students to cope with the challenges of today’s century. Active learning strategies across different practices might be subject to debate regarding their most suitable teaching methods. However, the fact that they have been successfully implemented in the education system, especially in stimulating students’ minds and their ability to think diligently, is well established (Willingham, 2021). Interactive teaching techniques like problem-based learning, group assignments, and inquiry-based tasks increase students’ active involvement and make them more responsible. The activities packed in allow players to give their replies, gap their understanding from one perspective to another, and use the knowledge they have gotten to solve real-life problems (Willingham, 2021). Active learning is an interest-raising exercise for students in the subject. Students also become ready to use their skills in many decisions. The conventional lecture-based approaches effectively convey the knowledge, but they may need to be adequate in developing skills and critical thinking in the long term. Passive learning does not always lead to motivation, in-depth understanding, and a lack of practical application. This essay will focus on active learning and critical thinking as sources of opinion, which will be demonstrated through the analysis of articles and empirical research. On the contrary, including lectures may be useful at some times. However, this paper addresses the problem that a balanced approach incorporating active learning is the most suitable for students who can compete in a more difficult and fast-paced world. Summary of Claxton’s Chapter “Thinking” Guy Claxton develops a very interesting idea about thinking and education in his chapter "Thinking." For him, thinking is the process of discovery—asking questions, making connections, and exploring options. Claxton points out that thought is not just about cognition; it also involves emotions, convictions, and attitudes (Lipscombe et al., 2021). Claxton compares Finnish and global education systems to prove his claim is right. He recommends that Finland develop a thinking culture in the classroom, where the children can ask questions, discuss, and actively learn (Claxton, 2021). It differs from the teacher-centered systems that require pupils to sit and memorize knowledge. His thesis revolves around epistemic apprenticeship, a pedagogical method for fostering thinking skills. Epistemic apprenticeship, the direct coaching of students in thinking and learning, is a common approach to teaching a discipline or domain (Claxton, 2021). According to Claxton, teachers should demonstrate the thinking processes they use in their respective fields. It means that teachers should make the questioning, analysis, and reasoning that experts do visible. Claxton further argues for epistemic apprenticeship by referring to several studies and class observations establishing its effectiveness. For instance, he points out a study where the students who were taught scientific reasoning explicitly and were guided through the processes of formation of hypotheses, designing of experiments, and interpretation of data made a significant improvement in their ability to engage in scientific thinking as compared to the control group (Claxton, 2021). The evidence presented here makes it clear why it is important to introduce thinking skills in the context of specific disciplines rather than trying to make them abstract ideas that are not connected to the content knowledge (Lipscombe et al., 2021). Claxton's ideas about thinking and epistemic apprenticeship are compelling and well-supported, but consideration of their strengths and potential flaws is undoubtedly crucial. The holistic approach to thinking that Claxton brings out embraces all the cognitive, emotional, and dispositional aspects (Lipscombe et al., 2021). This point of view aligns with modern studies that indicate the multi-dimensional aspect of cognition and thinking, which is not only a cognitive process but a complex interplay of factors such as attitudes, emotions, and dispositions. The notion of epistemic apprenticeship offers a practical structure for teachers to systematically teach thinking skills within their subject areas, thus filling the gap between content knowledge and the development of higher cognitive skills. Teachers can make the thought processes used by experts in a particular field visible through modeling, that is, by showing students the questioning, analysis, and reasoning that experts engage in. It will help the students acquire the tools to think like professionals in that field (Claxton, 2021). Claxton's focus on developing an inquiry-based and hands-on classroom culture aligns with the increasing number of studies confirming the effectiveness of active learning strategies. By prompting students to ask questions and be involved in discussions and their learning process, teachers can design a learning environment that is favorable for developing critical thinking skills and deep understanding. While it is true that there are many benefits of social media, it is also necessary to take into account the possible limitations. The epistemic apprenticeship may need professional development and support for teachers to fully comprehend the thinking processes within their disciplines and correctly model them (Willingham, 2021). Furthermore, Finland might differ from Claxton in that its cultural and contextual factors influence teaching and learning practices and may limit the transferability of specific strategies to other situations. Although Claxton refers to research studies, a more elaborate integration of empirical evidence from different fields and different age groups would be able to support his claims more strongly and make the generalizability of his findings more acceptable (Willingham, 2021). However, Claxton's work contributes useful ideas and a powerful structure for promoting thinking skills, and it is worth further study and research. Supporting Evidence for Epistemic Apprenticeship Guy Claxton’s idea of epistemic apprenticeship, as presented in Chapter 4 of The Future of Teaching and Learning and the Myths that Hold it Back, is based on authentic learning as most efficient when experts in real-life, contextual situations mentor beginners. The focus here is that the process involves students in the disciplines and the way of thinking of the field. It facilitates the development of domain-specific knowledge and the cognitive skills to apply it (Claxton, 2021). Claxton contends that this approach mimics how knowledge is gained in reality through the repetition of observation, practice, feedback, and improvement. Cognitive Science Research Claxton refers to cognitive science research that shows how experts think differently from novices and use different strategies to solve problems. Experts have well-structured schemas, which facilitate their processing of information more efficiently and solving problems more successfully (Davies, 2006). These cognitive structures are created as a result of the accumulation of a lot of practice and encountering sophisticated problems in one area. Such evidence follows Claxton’s argument that learning must evolve the formation of these cognitive structures through the facilitation of practice. Educational Case Studies Claxton refers to instances from different educational institutions where the apprenticeship model has been used successfully. It can be accomplished by setting up project-based learning environments and incorporating practical, hands-on experiences into traditional teaching methods (Davies, 2006). For example, students in these settings conduct hands-on projects where they must apply their knowledge and skills meaningfully. These case studies provide evidence that contextual learning is beneficial and that the best way to learn is by doing real tasks, which increase knowledge and develop cognitive skills. Historical Precedents Claxton uses historical illustrations, like the apprenticeship systems common in medieval guilds. In this case, the experts trained the learners, and thus, they acquired the skills and knowledge through direct engagement with them (Davies, 2006). This historical perspective emphasizes the potency of apprenticeship as a learning model that has stood the test of time. The success of historical apprenticeship systems that Claxton refers to confirms his point that learning by doing with others and in real-world situations is highly effective. Critical Evaluation Claxton's evidence is rich and draws from multidisciplinary sources such as cognitive science, education, and historical instances. The cognitive science research provides a strong theoretical foundation, suggesting that the cognitive structures developed through epistemic apprenticeship are vital for attaining expertise. The educational case studies provide practical verification; they give real-world examples with results. Historical precedents can be used to frame the whole context, showing the relevance of apprenticeship models since time immemorial. Nevertheless, the issue of the disparity in the way apprenticeship models are carried out is one of the limitations that can be mentioned. The success of these models relies heavily on factors such as the kind of mentorship and the degree of authenticity of the learning context. Thus, though the evidence is decisive, it also indicates that these factors merit careful examination to ensure the success of epistemic apprenticeship. Agreement with Argument I support Claxton’s idea of epistemic apprenticeship as a positive force. Combining cognitive science research with concrete examples and history is used to make a compelling argument for this approach. Moreover, the same is true of my experiences in educational institutions, which confirm the ideas expressed by Claxton. For example, ...