Critical Thinking In Psychology: What Did You Learn About Th ✓ Solved

Critical Thinking in Psychology What did you learn about this

This week, we added critical thinking tools to help you understand how to critique research and its relevance to research questions and practice. You were introduced to the following models that support critical thinking: Bloom's Taxonomy, Facione's Critical Thinking: What It Is and Why It Counts, and Paul and Elder's elements of thought from Analytic Stage of Thinking. For this discussion, pick either Bloom’s Taxonomy, Facione, or Paul and Elder and create a post that discusses that theory. Share how this theory impacts you personally, professionally, or in relevant current events and how you might apply this theory in your life. Include resources to support your post by providing links to credible or scholarly articles, videos, images, or other web resources.

Paper For Above Instructions

Critical thinking is a crucial skill in the field of psychology, enabling professionals to analyze information, evaluate evidence, and make informed decisions. This week, I was particularly drawn to Bloom's Taxonomy, a model that categorizes cognitive skills and learning objectives. This theory was developed by Benjamin Bloom in 1956, aiming to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (Bloom, 1956).

Overview of Bloom's Taxonomy

Bloom’s Taxonomy is structured in a hierarchical format, consisting of six levels of cognitive processes: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level builds upon the previous one, encouraging learners to move from basic recall of facts to higher-level thinking and creativity (Anderson & Krathwohl, 2001). These levels are essential for fostering critical thinking skills, making it one of the most influential models in educational psychology.

Personal Impact of Bloom's Taxonomy

Reflecting on my personal academic journey, I have found Bloom's Taxonomy to be invaluable. For instance, during my undergraduate studies, I often memorized information for exams without deep comprehension. However, as I progressed into graduate studies, I was encouraged to engage with material critically. Utilizing the taxonomy allowed me to approach topics more profoundly. For example, while studying cognitive behavioral therapy, I didn't just remember the key components. Instead, I analyzed various case studies, evaluated different therapeutic outcomes, and created an original approach to therapy tailored to specific patient needs.

Professional Application of Bloom's Taxonomy

Professionally, I see Bloom's Taxonomy influencing my practice in therapeutic settings. By applying its principles, I can guide clients through various cognitive levels. For example, in a therapy session focused on anxiety management, I might first ensure clients remember basic coping strategies (Remembering) and then help them understand their triggers (Understanding). Following that, I guide them to apply these strategies in real-life scenarios (Applying). Moving further, I would encourage them to analyze their reactions (Analyzing) and evaluate the effectiveness of these coping strategies (Evaluating), eventually facilitating a creative approach to develop personalized coping mechanisms (Creating).

Current Relevance of Bloom's Taxonomy

In current events, Bloom’s Taxonomy has significant implications, especially with the advent of online learning due to the COVID-19 pandemic. Educators and psychologists alike have stressed the importance of creating engaging online platforms that promote higher-order thinking rather than rote memorization. The increasing amount of information available online makes it crucial for learners to analyze and evaluate sources critically. In this context, Bloom’s Taxonomy can serve as a foundational framework for developing educational strategies that empower learners to navigate this complex information landscape.

Utilizing Bloom's Taxonomy in Future Aspirations

Looking ahead, I plan to integrate Bloom's Taxonomy into my future exercises and materials as a psychologist. I foresee creating workshops aimed at enhancing critical thinking skills in both clients and community members. These workshops would model the taxonomy levels: starting with foundational knowledge about mental health (Remembering), helping participants understand their mental health issues (Understanding), guiding them in applying coping strategies (Applying), and enabling them to analyze their experiences (Analyzing). Ultimately, these workshops would aim to foster creativity in problem-solving approaches relevant to mental health and well-being (Creating).

Conclusion

In conclusion, Bloom's Taxonomy is not just a theoretical model but a practical framework that can have a profound impact on educational practices in psychology. By fostering critical thinking and encouraging higher-order cognitive processes, it equips individuals with the skills necessary for both personal and professional growth. As I continue in my psychology graduate program, I look forward to applying this framework to enhance my own critical thinking skills and to assist others in their journeys towards better mental health and innovative problem-solving.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans, Green.
• Facione, P. A. (2011). Critical thinking: What it is and why it counts. Measured Reasons.
• Paul, R., & Elder, L. (2007). Critical thinking: Tools for taking charge of your learning and your life. Pearson/Longman.
• Almond, M. (2009). Bloom's taxonomy explained. Educational World.
• Harris, M. S., & Brigham, S. (2013). Developing critical thinking skills in our students: A pathway to success. Journal of College Science Teaching, 43(6), 62-68.
• Pedell, S., & Aisbett, B. (2016). The Role of Critical Thinking in Professional Education: A Review of the Literature. Innovations in Education and Teaching International, 53(1), 3-12.
• Overtoom, C. (2000). Employability skills: An update. Career Development Quarterly, 49(4), 340-354.
• Smith, M. K. (2001). David A. Kolb on experiential learning. The Encyclopedia of Informal Education.
• Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, principles, and guidelines. Jossey-Bass.