scinapse is loading now...

Critical Thinking and Science Education

Published on Jan 1, 2002in Science Education 3.04
· DOI :10.1023/A:1016042608621
Sharon Bailin7
Estimated H-index: 7
(Simon Fraser University)
It is widely held that developing critical thinking is one of the goals of science education. Although there is much valuable work in the area, the field lacks a coherent and defensible conception of critical thinking. As a result, many efforts to foster critical thinking in science rest on miscon- ceptions about the nature of critical thinking. This paper examines some of the misconceptions, in particular the characterization of critical thinking in terms of processes or skills and the separation of critical thinking and knowledge. It offers a more philosophically sound and justifiable conception of critical thinking, and demonstrates how this conception could be used to ground science education practice.
  • References (24)
  • Citations (150)
Published on Dec 8, 2006in The Journal of Teaching and Learning
Laurie Bizero1
Estimated H-index: 1
(Carleton College)
3 Citations Source Cite
Published on May 1, 1999in Journal of Curriculum Studies 1.12
Sharon Bailin3
Estimated H-index: 3
Roland Case2
Estimated H-index: 2
+ 1 AuthorsLeroi B. Daniels2
Estimated H-index: 2
In this paper, the second of two, we set out a conception of critical thinking that critical thinking is a normative enterprise in which, to a greater or lesser degree, we apply appropriate criteria and standards to what we or others say, do, or write. The expression 'critical thinking' is a normative term. Those who become critical thinkers acquire such intellectual resources as background knowledge, operational knowledge of appropriate standards, knowledge of key concepts, possession of effect...
201 Citations Source Cite
Published on May 1, 1999in Journal of Curriculum Studies 1.12
Sharon Bailin3
Estimated H-index: 3
Roland Case2
Estimated H-index: 2
+ 1 AuthorsLeroi B. Daniels2
Estimated H-index: 2
In this paper, the first of two, we analyse three widely-held conceptions of critical thinking: as one or more skills, as mental processes, and as sets of procedures. Each view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write about critical thinking seem to muddle all three views in an unenlightening melange. Apart from the errors or inadequacies of the conceptions themselves, they promote or abet misconceived practices for teaching critical thinking. Together, the...
106 Citations Source Cite
Published on Jan 1, 1999in Informal Logic
Sharon Bailin3
Estimated H-index: 3
Most current conceptions of critical thinking conceive of critical thinking in terms of abilities and dispositions. In this paper I describe a common type of problem students experience with critical thinking and argue that conceptualizations in terms of abilities and dispositions do not provide a way to understand this problem. I argue, further, that a useful way to think about the problem is in terms of epistemological understanding, and that this way of thinking about the issue can provide bo...
14 Citations Source Cite
Published on Mar 1, 1997
Michael R. Matthews25
Estimated H-index: 25
Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy ...
832 Citations Source Cite
Published on Mar 1, 1993in School Science and Mathematics
Anat Zohar1
Estimated H-index: 1
(Columbia University),
Pinchas Tamir29
Estimated H-index: 29
(Hebrew University of Jerusalem)
23 Citations Source Cite
Published on Jan 1, 1991
Matthew Lipman16
Estimated H-index: 16
(Montclair State University)
In our increasingly complex world, the teaching of thinking has become imperative. Yet evidence shows that our children are not learning how to think. Matthew Lipman, a leading educational theorist, gets to the heart of our educational problems, in Thinking in Education and makes profound and workable suggestions for solving those problems. Thinking in Education describes procedures that must be put in place if students at all levels of education are to become more thoughtful, more reasonable, a...
954 Citations
Published on Sep 1, 1990in Interchange
Sharon Bailin2
Estimated H-index: 2
(University of Manitoba)
Contemporary education has been very much under the influence of a particular view of the nature of creativity, a view that has its origins in psychological theory. According to this view, creativity is marked by radical novelty, lack of constraints, rule-breaking and irrational processes of thought (e.g., De Bono, 1970; Koestler, 1964). The influence of this view has extended beyond the sphere of arts education, and has had an effect, as well, in the area of science education. Such a tendency i...
2 Citations Source Cite
Published on May 1, 1990in Educational Researcher 4.00
John McPeck3
Estimated H-index: 3
(University of Western Ontario)
Robert Ennis' recentEducational Researcher article (1989) helps to clarify the troublesome notion of subject specificity in the growing literature on critical thinking. It brings a welcome breath of fresh air to a set of questions that has vexed research efforts and educational programs that attempt to promote critical thinking. In calling for clarification on this matter, Ennis has also raised the level of discussion about the meaning of the terms subjects, domains, and even psychological trans...
130 Citations Source Cite
Published on Feb 22, 1990
Harvey Siegel24
Estimated H-index: 24
Preface Acknowledgements Introduction :Rationality, Critical Thinking and Education 1: Three Conceptions of Critical Thinking 2: The Reasons Conceptions 3: The Justification of Critcal Thinking as an Educational Ideal 4: The Ideology Objection 5: The Indoctrination Objection 6: Science Education 7: Minimun Competency Testing Postscript: Towards a Theory of Rationality Notes Bibliography Index.
405 Citations
Cited By150
Published on Jul 4, 2019in Assessment & Evaluation in Higher Education 1.88
David Rear1
Estimated H-index: 1
(Chuo University)
AbstractIn today’s market-driven educational culture, universities are coming under increasing pressure to justify funding through the disclosure of measurable outcomes in education and research. One educational objective that receives particular attention is critical thinking, regarded as an essential skill in both academic and work environments. The assessment of critical thinking has become a significant enterprise, with a number of standardised tests available for both individuals and organi...
Source Cite
Published on Apr 3, 2019in Journal of Political Science Education
John LaForest Phillips (Austin Peay State University)
ABSTRACTPolitical theory lags behind other subfields in political science in rigorously testing what helps foster critical thinking (CT). Yet some of the greatest temptations to engage in motivated reasoning can be found in normative political contexts. This study uses multiple regression analysis to explore nine semesters of data from an introductory course in political theory. Three results stand out: (1) as the stakes of an assignment decrease, so do CT scores; (2) as the number of course ass...
Source Cite
Published on Apr 1, 2019
Yeping Li (Texas A&M University), A. Sclaoenfeld38
Estimated H-index: 38
(University of California, Berkeley)
+ 4 AuthorsRichard A. Duschl (Southern Methodist University)
The rapidly evolving and global field of STEM education has placed ever-increasing calls for interdisciplinary research and the development of new and deeper scholarship in and for STEM education. In this editorial, we focus on the topic of thinking, first with a brief overview of related studies and conceptions in the past. We then problematize a traditional conception of thinking in the context of STEM education, and propose possible alternative perspectives about thinking areas for future res...
Source Cite
Published on Mar 4, 2019in Journal of Educational Research 1.24
Richard Lamb12
Estimated H-index: 12
(University at Buffalo),
Jonah B. Firestone2
Estimated H-index: 2
(Washington State University Tri-Cities)
+ 1 AuthorsBrian Hand36
Estimated H-index: 36
(University of Iowa)
AbstractCritical thinking when engaged in science problem solving around even simple tasks such as the Piagetian volume conservation task is a complex endeavor. Tasks such as the conservation task often require the interaction of multiple cognitive systems. Parity judgment, retrieval, and lateral thinking are three examples of such systems interacting with critical thinking during a student’s attempt to solve the Piagetian task. The purpose of this computational ablation study is to establish th...
Source Cite
Published on Jan 1, 2019
Juliano Camillo (Universidade Federal de Santa Catarina)
The four sections of this chapter are named with sentences I have heard in discussions that followed presentations of my work. They are related to four moves made by others: (1) ignoring any discussion, since I am not an authority; (2) reframing the discussion exclusively within what has been done; (3) affirming that my discussion is (too) specific and only makes sense within my own framework; (4) evaluating my research through the lens of its immediate applicability. I will engage here in a sor...
Source Cite
Published on Sep 1, 2018
Camillia Matuk6
Estimated H-index: 6
(New York University),
Marcia C. Linn60
Estimated H-index: 60
(University of California)
Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that en...
3 Citations Source Cite
Published on Jul 4, 2018in Interactive Learning Environments 1.60
Yuan-Hsuan Lee6
Estimated H-index: 6
(National Tsing Hua University)
ABSTRACTPremised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students’ science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited from two introductory educational psychology courses. Groups were formed by affinity grouping and were randomly assigned to collaborative lear...
3 Citations Source Cite
Published on Jul 1, 2018in Contemporary Educational Psychology 3.36
Doug Lombardi11
Estimated H-index: 11
(Temple University),
Janelle M. Bailey9
Estimated H-index: 9
(Temple University)
+ 1 AuthorsShondricka Burrell1
Estimated H-index: 1
(Temple University)
Abstract Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena (climate change, fracking and earthquakes, wetlands and land use, and formation of Earth’s Moon). The present paper documents a quasi-experimental study where high school Earth science students complet...
1 Citations Source Cite
Published on Jul 1, 2018in Science Education 3.04
Brian Hand36
Estimated H-index: 36
(University of Iowa),
Mack C. Shelley25
Estimated H-index: 25
(Iowa State University)
+ 2 AuthorsWilliam J. Therrien6
Estimated H-index: 6
(University of Virginia)
3 Citations Source Cite