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TEACHING CRITICAL THINKING SKILLS IN A MISINFORMATION ERA
Oljabekova Indira
A student of the university of science and technology
Khalimova Nafisa
Scientific superviser a teacher of university of science and technology
https://doi.org/10.5281/zenodo.14699743
Abstract:
In an age where misinformation can spread rapidly, teaching critical thinking
skills is not just an academic exercise but a vital life skill. By equipping individuals with the
tools to analyze information critically, we empower them to make informed decisions, engage
in civic discourse, and contribute positively to society.
Key words:
Misinformation, critically, critically thinking, education, debate, public
opinion, dialogue.
Introduction.
In Students now come to college having grown up with social media, and
their abilities to distinguish between fact and fiction in politics is very limited. As professors,
especially at the lower levels of teaching political science, we have to spend a considerable
amount of time helping students understand the links between critical thinking and analyzing
information presented in so many formats. Not surprisingly, the spread of misinformation
has coincided with the rise in social media. Students now come to college having grown up
with social media, and their abilities to distinguish between fact and fiction in politics is very
limited. As professors, especially at the lower levels of teaching political science, we have to
spend a considerable amount of time helping students understand the links between critical
thinking and analyzing information presented in so many formats. Not surprisingly, the
spread of misinformation has coincided with the rise in social media.
Teaching critical thinking skills in an era rife with misinformation is essential for
empowering individuals to navigate the complexities of information and make informed
decisions. Here are some strategies and approaches for effectively teaching these skills:
Understanding Misinformation
• Define Misinformation: Start by explaining what misinformation is, including the
differences between misinformation, disinformation, and malinformation. Elder and Paul
(2002) believe that asking essential questions is the key to critical thinking. The quality of our
lives is determined by the quality of our thinking, and the quality of our thinking is
determined by the quality of our questions.
• Discuss the Impact: Highlight real-world examples of how misinformation can affect
public opinion, health, and safety.
Encourage Questioning
Building on the research of others (Nold, 2017 and Sahamid, 2019), Erdelez, et al (2019)
stress the importance of focusing more on qualitative rather than quantitative assessment,
asking questions rather than giving easy answers, and training students to be researchers. If
we can provide these skills, students will have the ability to determine parts of the whole,
interpret cause and effect, and differentiate between credible and false information
• Foster Curiosity: Encourage students to ask questions about the information they
encounter. Teach them to consider the source, purpose, and context of the information.
Kletter (2020) gives us four skills that we can teach our students to help them combat false
information. First, encourage lateral reading or verifying information as it is being read. This
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might involve leaving the site to check other sites to be sure it is authentic. Second, be critical
when looking at images and think about where they were taken. Third, find the origin of
pictures. The use of TinEye or Yandex, developed by Google can help with such searches.
Finally, use Google Street View to confirm the location of the photograph.
Socratic Method: Use open-ended questions to stimulate critical thinking and dialogue.
This approach promotes deeper understanding and encourages students to think
independently.
Source Evaluation
Teach Source Credibility: Provide criteria for evaluating sources (e.g., authority,
accuracy, bias, currency, and relevance).
• Fact-Checking Resources: Introduce students to reputable fact-checking websites (e.g.,
Snopes, FactCheck.org) and tools (e.g., Google Reverse Image Search) to verify claims.
Analyzing Arguments
• Identify Logical Fallacies: Teach students to recognize common logical fallacies (e.g., ad
hominem, straw man, slippery slope) that can undermine arguments.
• Argument Mapping: Use visual tools to help students outline arguments, identify
premises and conclusions, and assess the strength of the reasoning.
Media Literacy
• Teach Media Literacy Skills: Help students understand how media works, including the
role of algorithms and advertising in shaping information consumption. Other strategies to
promote media literacy could include encouraging students to create their own media either
through podcasts, blogging, or making videos. This is to teach them to be more critical about
the sources they are using. They will have to question different sources when creating their
own content. We must have open discussion about the media and current events in our
classrooms by analyzing content and understanding different points of view. (Newman 2023)
• Analyze Different Media Formats: Encourage analysis of news articles, social media
posts, videos, and advertisements to identify biases and persuasive techniques.
Encourage Diverse Perspectives
Promote Open Dialogue: Create a safe environment for discussing differing viewpoints.
Encourage students to engage with perspectives that challenge their own.
Debate and Discussion: Organize structured debates on controversial topics to help
students articulate their views while considering opposing arguments.
Practical Applications
Real-World Scenarios: Use case studies or current events to apply critical thinking skills.
Ask students to analyze news stories or social media trends critically.
Project-Based Learning: Assign projects that require research, analysis, and
presentation of findings on topics related to misinformation.
Reflection and Self-Assessment
Encourage Reflection: Have students reflect on their thought processes when engaging
with information. Journaling can be a useful tool for this.
Self-Assessment Tools: Provide rubrics or checklists for evaluating their critical
thinking skills and progress over time.
Collaboration and Group Work
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Group Discussions: Facilitate group discussions where students can collaborate to
evaluate information collectively.
Peer Review: Implement peer review processes for assignments to encourage
constructive feedback and critical evaluation of each other’s work.
References:
1.
Goleman D (1995) Emotional intelligence: why it can matter more than IQ. Bantam
Books.
2.
Goleman D (2006) Social intelligence: the new science of social relationships. Bantam
Books.
3.
Acerbo, Alberto, et al., (2022). “Research note: Fighting misinformation or fighting for
information?” Harvard Kennedy School (HKS) Misinformation Review, 3(1).
https://misinforeview.hks.harvard.edu/article/research-note-fighting-misinformation-or-
fighting- for-information/ “Active Learning” (2023). Center for Teaching Innovation.
4.
Cornell
University.
https://teaching.cornell.edu/teaching-resources/active-
collaborative-learning/active-learning Anderson, Allison. (2023). “Knowledge and Skills for
Becoming
Global
Citizens.”
Brookings.
https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
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Baldasty, Jerry. (2018). “Fake news and misinformation: Why teaching critical thinking
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crucial
for
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Boswell, Carol. (2006). “The Arti of Questioning: Improving Critical Thinking.” Annual
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(2022). Media Smarts. https://mediasmarts.ca/teacher-resources/break-fake-critical-
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