Part theoretical backgrounds of using case studies for developing critical thinking of school learners

CONTENTS
INTRODUCTION………………………………………………………………3
PART 1.THEORETICAL BACKGROUNDS OF USING CASE STUDIES FOR DEVELOPING CRITICAL THINKING OF SCHOOL LEARNERS.

1. 
   Theoretical grounding of developing critical thinking of school learners……………………………………………………………………....5
   

1.2. Specific features of case studies………………………………………..……..9
1.3. Developing critical thinking in school learners using case studies.............13
Conclusion for Part I …..........................................................................................21
PART II. METHODOLOGY OF DEVELOPING CRITICAL THINKING USING CASE STUDIES FOR SCHOOL LEARNERS.
2.1. Analysis of the national standards of education, textbooks, for 1-6..…… 22
2.2. Selecting and checking effective case studies for developing critical thinking for school learners…………………………………..…………………………….39
2.3. Methodical instructions how to use case studies at the English Lessons……45
Conclusion for Part II ……………………………………………………………47
CONCLUSION ………………………………………………………………….52
REFERENCES ………………………………………………………………….55
APPENDIX ……………………………….....................................................58-60

INTRODUCTION
Students are becoming passive receptors of information. Through technology, the amount of information available today is massive. This information explosion is likely to continue in the future. Students need a guide to weed through the information and not just passively accept it. Students need to "develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face, and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes" ¹
The capacity to evaluate information objectively and reach a well-founded conclusion is referred to as critical thinking. It entails the assessment of informational materials including statistics, facts, observable occurrences, and research findings. In order to solve issues or make decisions, good critical thinkers can infer acceptable conclusions and distinguish between relevant and irrelevant elements.
The case study teaching method is a highly adaptable style of teaching that involves problem-based learning and promotes the development of analytical skills.²
Thinking on its own can be influenced, distorted and biased. They also promote the idea that people's quality of life and the quality of all they produce, develop, and create are all influenced by their thinking. Therefore, it is necessary to progressively cultivate great critical thinking abilities and attitudes. Education must provide children the chance to acquire the skills, talents, and capabilities necessary for critical thinking as well as ideals that are applicable to life outside of the classroom since critical thinking and education are intimately intertwined. Since problems encountered in daily life take on many various forms, critical thinking is the only strategy that can truly tackle them. Consequently, it is important to support an educational system that aids in their growth. Dewey declares that the primary purpose of education is to learn how to think. Brookfield explains that critical thinking is one of the major objectives of education since learning to think critically can help students resolve ambiguity and embrace or adapt to continuous social, cultural and technological change.

The problem topicality of this research work may be proved by the fact that modern textbooks do not apply effective methods that improve learners’ critical thinking abilities.