Development of Critical Thinking with Metacognitive Regulation

In this research the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of Metacognitive regulation on one's own problem-solving processes. In order to develop their critical thinking, it is important for students to be able to use this rubric and assess themselves. The author focuses on providing Metacognitive regulation to help with self-assessment. Metacognitive regulation consist of two aspects: a critical thinking rubric as criterion and evidence of the problem-solving process. Comparison of achievement levels in the above critical thinking rubric, and content analysis of the reasons for a particular level of achievement in critical thinking, suggest that Metacognitive regulation with this critical thinking rubric as the criterion, and evidence of the problem-solving process, could enhance students' critical thinking ability. [For full proceedings, see ED571332.]