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The new History syllabus does not give an official definition to critical thinking but provides some indicators such as “making comparisons, analysing and drawing conclusions through an examination of different types of source materials” [13]. This is insufficient as the process of applying critical thinking is certainly more complex and varied. It is vital to provide a suitable definition by operationalizing critical thinking in the context of this study. However, to give a definition to critical thinking has always been a perennial problem. Because critical thinking by itself is a contextual construct.

Literature review
Introduction
Critical thinking has been an important issue in education, and has become quite the buzzword around schools. The Common Core State Standards specifically emphasize a thinking curriculum and thereby require teachers to elevate their students’ mental workflow beyond just memorization—which is a really good step forward. Critical thinking is a skill that young minds will undeniably need and exercise well beyond their school years. Experts agree that in keeping up with the ever-changing technological advances, students will need to obtain, understand, and analyze information on a much more efficient scale. It is our job as educators to equip our students with the strategies and skills they need to think critically in order to cope with these tech problems and obstacles they face elsewhere. Recently researchers have begun to investigate the relationship between the disposition to think critically and CT skills. Many believe that in order to develop CT skills, the disposition to think critically must be nurtured as well. Although research related to the disposition to think critically has recently increased, as far back as 1933 Dewey argued that possession of knowledge is no guarantee for the ability to think well but that an individual must desire to think. Open mindedness, whole heartedness, and responsibility were 3 of the attitudes he felt were important traits of character to develop the habit of thinking. More recently, the American Philosophical Association Delphi report on critical thinking was released in 1990. This report resulted from a questionnaire regarding CT completed by a cross-disciplinary panel of experts from the United States and Canada. Findings included continued support for the theory that to develop CT, an individual must possess and use certain dispositional characteristics. Based upon the dispositional phrases, the California Critical Thinking Dispositional Inventory was developed. Seven dispositions were derived from the original 19 published in the Delphi report. It is important to note that these are attitudes or affects, which are sought after in an individual, and not thinking skills. Fa-cione et alpurported that a person who thinks critically uses these 7 dispositions to form and make judgments. For example, if an individual is not truth seeking, he or she may not consider other opinions or theories regarding an issue or problem before forming an opinion. A student may possess the knowledge to think critically about an issue, but if these dispositional affects do not work in concert, the student may fail to analyze, evaluate, and synthesize the information to think critically. More research is needed to determine the relationship between CT and the disposition to think critically.

METHODS TO PROMOTE CRITICAL THOUGHT

Educators can use various instructional methods to promote CT and problem solving. Although educators value a student who thinks critically about concepts, the spirit or disposition to think critically is, unfortunately, not always present in all students. Many college faculty expect their students to think critically.
Some nursing-specific common assumptions made by university nursing teaching faculty are provided because no similar research exists in athletic training. Espeland and Shanta argued that faculty who select lecture formats as a large part of their teaching strategy may be enabling students. When lecturing, the instructor organizes and presents essential information without student input. This practice eliminates the opportunity for students to decide for themselves what information is important to know. For example, instead of telling our students via lecture what medications could be given to athletes with an upper respiratory infection, they could be assigned to investigate medications and decide which one is appropriate.
Students need to be exposed to diverse teaching methods that promote CT in order to nurture the CT process. As pointed out by Kloss, sometimes students are stuck and unable to understand that various answers exist for one problem. Each ATC has a different method of taping a sprained ankle, performing special tests, and obtaining medical information. Kloss stated that students must be exposed to ambiguity and multiple interpretations and perspectives of a situation or problem in order to stimulate growth. As students move through their clinical experiences, they witness the various methods fortaping ankles, performing special tests, and obtaining a thorough history from an injured athlete. Paul and Elder stated that many professors may try to encourage students to learn a body of knowledge by stating that body of knowledge in a sequence of lectures and then asking students to internalize knowledge outside of class on their own time. Not all students possess the thinking skills to analyze and synthesize information without practice. The following 3 sections present information and examples of different teaching techniques to promote CT.