Do Programmes Delineating Critical Thinking as a Learning Outcome Facilitate its Teaching? International Baccalaureate Diploma Programme and Lebanese Baccalaureate Programme

Yara Hilal*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Abstract Critical thinking (CT) continues to be viewed as
a prerequisite skill for lifelong learning. It is not surprising
therefore, that academic programmes delineate CT as a
goal and a learning outcome. However, there are concerns
regarding the extent to which the aims and objectives of the
programmes are aligned with pedagogies for CT. Both the
International Baccalaureate Diploma Programme (IBDP)
and the Lebanese Baccalaureate Programme (LBP) clearly
delineate CT as a goal and a learning outcome. The study
examines the facilitation of teaching CT in the IBDP and
LBP. The study was conducted in two schools located in
Lebanon; one teaching the IBDP and the other the LBP.
Semi structured interviews, questionnaires, and class visits
were used to collect data pertaining to the teaching of CT
in the two programmes in grades 11 and 12. The study is
pioneering in studying the contribution of both programmes
to the teaching of CT in Lebanese schools.
Original languageEnglish
Pages (from-to)202
Number of pages217
JournalTopoi
Volume37
Issue number1
Publication statusPublished - Sep 4 2018

Keywords

  • critical thinking
  • International baccalaureate
  • leadership

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