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Learning critical thinking skills are the goal of educational systems so the term "critical thinking" (CT) is frequently found in educational policy documents. Despite this frequency, however, precise understandings among teachers of what CT really means do not exit. The present study is designed to answer the following question. We can classify critical thinking concept in a conceptual framework. A qualitative content analysis with deductive categorization was used to classify criticaldoi:10.5539/ies.v8n3p93 fatcat:w7ooudxqcff5ddebvvuhm4l3yi