Concept formation is the mental activity that helps us compare, contrast and classify ideas, objects, and events.Concept learning can be concrete or abstract and is closely allied with metacognition.
In developing and acting with critical and creative thinking, students: This element involves students analysing, synthesising and evaluating the reasoning and procedures used to find solutions, evaluate and justify results or inform courses of action.
Students identify, consider and assess the logic and reasoning behind choices.
In addition, the progressive development of knowledge about thinking and the practice of using thinking strategies can increase students’ motivation for, and management of, their own learning.
They become more confident and autonomous problem-solvers and thinkers.
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Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.What has been learnt can be applied to future examples. Dispositions such as inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, a readiness to try new ways of doing things and consider alternatives, and persistence promote and are enhanced by critical and creative thinking.This icon shows where Critical and Creative Thinking has been identified in learning area content descriptions and elaborations.This includes combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition.The products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-generated output, or occur as virtual reality.PLC learning emphasizes on teaching and learning activities as well as developing the concepts and skills of the students process with various teaching methods that are in accordance with the study materials being taught.PLC learning demands an active role for students, because PLC is a scientific process based on logical thinking based on supporting facts.Though the two are not interchangeable, they are strongly linked, bringing complementary dimensions to thinking and learning.Critical thinking is at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems.Students think about thinking (metacognition), reflect on actions and processes, and transfer knowledge into new contexts to create alternatives or open up possibilities.They apply knowledge gained in one context to clarify another.