Ministry of higher education, science and innovation of the republic of uzbekistan navoi state pedagogical institute

 
 
 
 
 
 
 
 
 
CONCLUSION. 
To sum up, creative learning environment and a dialogue approach 
can facilitate the effective developing of critical thinking skills of students. 
A few supportive techniques (questioning techniques, a negotiation
model, pro and con grids, the interrupted case method) should also be 
provided. As the cur- rent study was framed with the purpose of
determining factors contributing to developing critical thinking skills, this 
paper presents the pretest results of the research. As theoretical 
considerations offer no answer how effective crea- tive learning 
environment and a dialogue approach in classroom activities can influence 
developing critical thinking skills, further research should find out 
empirical data for these suggestions and explore dynamics of achieving 
differ- ent levels of critical thinking in students. This study would also 
benefit from the research on student‘s impact on shaping the learning
environment and their individual needs for developing critical thinking 
skills. 
 
 
 
 

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REFERENCES: 
1. 
Elder, L. & Paul, R. (1994) Critical thinking: Why we must transform our 
teaching. Journal of Developmental Education, 18(1), 34-35. 
2. 
Halpern, D. F. (1998).Teaching critical thinking for transfer across 
domains: Disposition, skills, structure training, and metacognitive monitoring. 
American Psychologist, 53(4). 
3. 
Iriskulov A.T va boshqalar Kids‗ English pupil‗s book 2 sinf –Toshkent 
―O‘zbekiston; 2014 
4. 
Khar atova, S. K., & Ismailov, T. X. O. G. L. (2022). Use of innovative 
technologies in the educational process. Science and Education, 3(3), 713-718.
5. 
Mirman, J. and Tishman, S. (1988) Infusing thinking through 
connections. Educational Leadership, 45(7), 64-65. 
INTERNET SOURCES: 
1. www.en.wikipedia.org 
2. www.graemeshimmin.org 
3. www.publicbooks.org 
4. www.britannica.com 
5. 
www.goodreaders.com
 

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