References
Anderson, L. W., and Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman. Baidoo-Anu, D., and Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. Barana, A., Marchisio, M., and Roman, F. (2023). Fostering problem solving and critical thinking in mathematics through generative artificial intelligence. In Proceedings of the 20th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2023) (pp. 377-385). Boakye, K., Ofori, S. D., Ogbona, C. S., Yeboah, T. J., and Bobga, M. A. (2020). Integrating ICT and mathematical thinking: Exploring the effectiveness of digital tools in secondary mathematics instruction. IRE Journals, 4(4), 372-398. Boakye, K., Ofori, S. D., Ogbona, C. S., Yeboah, T. J., and Bobga, M. A. (2021). Bridging the gap: A comparative study of mathematics curriculum reforms in Ghana and the United States. IRE Journals, 5(3), 429-450. Bobga, M. A., Boakye, K., Ogbona, C. S., and Yeboah, T. J. (2018). Pedagogical strategies for teaching students with learning difficulties in resource-constrained schools. IRE Journals, 2(4), 173-194. Chan, C. K. Y., and Hu, W. (2023). Students' voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20, 43. Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452. Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., et al. (2023). Opinion paper: So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report). American Philosophical Association. Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment. Facione, P. A., Sanchez, C. A., Facione, N. C., and Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25. Garrison, D. R., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23. Kasneci, E., Sessler, K., Kuchemann, S., Bannert, M., Dementieva, D., Fischer, F., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepano, C., et al. (2023). Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLOS Digital Health, 2(2), e0000198. Ladapo, O. O., Dosunmu, A. A., Jooda, D., and Abolaji, T. O. (2022). Human-in-the-loop machine learning: A state of the art. Journal of Frontiers in Multidisciplinary Research, 3(1), 656- 669. Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., and Pechenkina, E. (2023). Generative AI and the future of education: Ragnarok or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. Ogbona, C. S., Yeboah, T. J., Bobga, M. A., and Boakye, K. (2020). Parental collaboration and student progress: Understanding home-school partnerships in special education. IRE Journals, 3(10), 552-573. Ogbona, C. S., Yeboah, T. J., Bobga, M. A., and Boakye, K. (2023). Comparing behavioral intervention approaches for students with emotional and learning challenges. Journal of Frontiers in Multidisciplinary Research, 4(2), 349-362. Paul, R., and Elder, L. (2002). Critical thinking: Tools for taking charge of your professional and personal life. Financial Times Prentice Hall. Risko, E. F., and Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676-688. Seun, A., Ajayi, A., Bobga, M. A., Yeboah, T. J., Apelehin, A. A., Ofori, S. D., Elumilade, R. A., and Abutu, D. E. (2023). PearlAI and motivation paths: Advancing student engagement through AI-powered personalization in basic education. International Journal of Scientific Research in Science, Engineering and Technology, 10(4), 391-403. Sparrow, B., Liu, J., and Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333(6043), 776-778. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. Yeboah, T. J., Bobga, M. A., Boakye, K., and Ogbona, C. S. (2019). Professional development and teacher competence in managing exceptional learners: A Ghanaian perspective. IRE Journals, 2(12), 618-636. Yeboah, T. J., Bobga, M. A., Boakye, K., and Ogbona, C. S. (2022). Data-driven teaching: Using student progress data to personalize learning in special education classrooms. Journal of Frontiers in Multidisciplinary Research, 3(2), 225-240. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.