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2015, Think
Critical thinking is widely regarded as one of the main objectives of education in general terms, and also of science education. The idea of thinking critically, that is, to evaluate adequately and eventually embrace a certain claim only if there are good reasons for it, however, seems to contradict some popular conceptions about other educational ideal: open-mindedness. The purpose of this essay is to discuss how critical thinking and open-mindedness are not exclusionary ideals, and how those ideas are important for science education.
2015 •
Many North American school districts and post-secondary academic institutions are acknowledging the importance of becoming a critical thinker. Future citizens will need to be to informed consumers of technology, science, sociology, and ethics, to name a few. After all, the world has become vastly more complicated, necessitating such skills as reasonableness and logical thinking. By engaging students at a crucial time in their developmental process, we can lay the foundation for good critical thinkers. The purpose of this paper is to examine the importance of critical thinking in science education, both at the secondary and post-secondary levels. Evidence regarding its suitability will be drawn from critical thinking and science education literature, as well as previous studies using bioethical decision-making and generic question stem strategies with middle school and university students.
In different countries efforts have been made to integrate critical thinking into science curricula, recognizing that it is necessary to live in a plural society with citizenship competence. However, this objective has not been appropriately implemented in classrooms. One of the obstacles is the fact that teachers do not have a clear idea about critical thinking because the meaning ascribed to critical thinking in different contexts is rarely explicit. This paper attempts to clarify this concept, evincing its relationship with other concepts such as scientific literacy and to present and discuss a framework for promoting students’ critical thinking in science classrooms.
2018 •
Many North American school districts and post-secondary academic institutions are acknowledging the importance of becoming a critical thinker. Future citizens will need to be to informed consumers of technology, science, sociology, and ethics, to name a few. After all, the world has become vastly more complicated, necessitating such skills as reasonableness and logical thinking. By engaging students at a crucial time in their developmental process, we can lay the foundation for good critical thinkers. The purpose of this paper is to examine the importance of critical thinking in science education, both at the secondary and post-secondary levels. Evidence regarding its suitability will be drawn from critical thinking and science education literature, as well as previous studies using bioethical decision-making and generic question stem strategies with middle school and university students.
We report on findings from a qualitative study of Australian scientists whose work brings them into contact with the public. This research sought to understand how a school science curriculum could better represent the work of scientists today. We discuss the views expressed by our participant scientists about the importance of openness and open-mindedness in their work, including their engagement with the public. They described openness as an important characteristic of science. Our participants also see open-mindedness on the part of both scientists and members of the public as important for productive relationships. They see the development of such relationships as an essential facet of their work. The views expressed by these scientists provide a provocative insight into the ways in which contemporary scientists see their work and relationships with their communities. Their perspectives have important implications for approaches to teaching science in schools.
Revolutionary thinkers must never cease to question as the great philosopher and thinker Socrates once said, “Wisdom begins in wonder”. In this technologically information saturated world it is quite easy to become complacent and lax in our thinking, accepting everything presented to us, however, it is foolish for anyone to be so gullible even if the source is considered reputable. As educators we must inculcate in the minds of our students a mentality which fosters wonderment, inquiry and a drive to finding answers to questions. The sciences are a perfect course to achieve this in the young; through inquiry and questioning the minds of the young can be molded and shaped into great thinkers such as Socrates who was not fearful of the dominant culture and was courageous in these pursuits to question the hegemonic forces of the day. This study seeks to find out strategies that teachers can employ to promote critical thinking in students. Studies have shown that this skill is seriously lacking in both the young and old and is therefore limiting the potential of those individuals in achieving their fullest potential. Critical thinking is a natural thing in some but it is also a learnt skill as well coupled with these two known facts is the notion that no one will always get it right, but with this skill one can prepare themselves for uncertainty and minimize the negative effects of an uncritical mind. The mind of a critical thinker is one that is aware of the fact that they, no matter how much they think they know knows very little. The title of this Action Research is Developing Critical Thinking in a Group of 11 Grade Science Students using the Inquiry Based Science Education (IBSE) approach. This study will utilize a mixed method research design (both qualitative and quantitative approaches). The population for this study will come from two of my grade 11 science classes each consisting of approximately 30 students. The average age of the students in both classes is 16 years. The reason for this study is to find out whether the IBSE approach can develop students critical thinking. It is hoped that the findings of the study will benefit my practice and my students both present and future. The benefits I hope to achieve include: improvement in my students critical thinking, improvements in my instructional delivery and improvement in the academic performance of my students. Over the past ten years I have observed poor critical thinking amongst students, particularly in their analysis and interpretation skill component in the Caribbean Secondary Examination Council (CSEC) School Based Assessment (SBA), and in their application of scientific knowledge. These two areas are necessary components of how to think critically, especially when answering higher order thinking questions; individuals must be able to analyze, synthesize, interpret, solve problems, and evaluate concepts and issues.
2009 •
2024 •
Les recherches menées en 2024 dans le cadre du projet de publication des anciennes fouilles et des sondages au Palais de Malia ont porté sur les Maisons Sud. Il s’agit d’un habitat fouillé en 1931 et 1932 sous la direction de Fernand Chapouthier et généralement attribué à la fin de la période prépalatiale et au début de la période protopalatiale (fin 3ème – début 2ème mill. av. J.-C.). L’aile et la façade sud du Palais empiètent en partie sur ces Maisons Sud, marquant ainsi l’extension de l’édifice palatial lors de sa reconstruction à la période néopalatiale, vers 1600 av. J.-C. Remblayées immédiatement après la fouille, les Maisons Sud n’ont fait l’objet que d’une présentation de quelques pages dans le Quatrième Rapport des anciennes fouilles au Palais de Malia. Nous souhaitons désormais fournir une publication plus détaillée de cet ensemble. Ce projet doit nous permettre de mieux appréhender la céramique des phases du Minoen Ancien III et du Minoen Moyen IA et B encore trop peu connues à Malia ; d’établir la séquence de l’occupation domestique puis palatiale sous l’aile sud du Palais et immédiatement à l’extérieur de celui-ci ; et de nourrir l’état des connaissances sur l’habitat de la fin du Prépalatial et du début du Protopalatial en Crète.
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