Critical Thinking and Science Education
- Bailin, Sharon
It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge. It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.
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- DOI: 10.22329/IL.V9I1.2656
- Corpus ID: 51750178
Critical and Creative Thinking
- Sharon Bailin
- Published 1987
- Informal Logic
153 Citations
From critical thinking – to creativity: steps to understanding, a framework for critical thinking, rational thinking, and intelligence., building a test to assess creative and critical thinking simultaneously, complex thinking in a project-based classroom, valuing both critical and creative thinking in clinical practice: narrowing the research-practice gap, mapping the relationship between critical thinking and design thinking, a comprehensive approach to the development of thinking skills, critical and creative thinking as a form of making in art education, de-idealising the educational ideal of critical thinking, 11 references, frames of mind: the theory of multiple intelligences, reasoning as imagination, critical thinking as an educational ideal, imagination and thinking, book review: taxonomy of educational objectives, the classification of educational goals, handbook i: cognitive domain, critical thinking: educating for responsible citizenship in a democracy., the mechanism of mind, related papers.
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Bailin, S. (2002). Critical thinking and science education. Science & Education, 11, 361-375. http://dx.doi.org/10.1023/A:1016042608621
has been cited by the following article:
TITLE: Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching
KEYWORDS: Critical Thinking Skill; Task-Based Learning; Chemistry Experiment Teaching
JOURNAL NAME: Creative Education , Vol.4 No.12A , December 31, 2013
ABSTRACT: Task-Based Learning (TBL) is a student-centered, teacher-guided and task-performed teaching approach. This study was aimed to investigate the effects of task-based learning (TBL) in chemistry experiment teaching on promoting high school students’ critical thinking skills in Xi’an, China. To achieve the aims, a pre-test and post-test experimental design with an experimental group and a control group was employed. Students in the experimental group were taught with TBL, while students in the control group were taught with lecturing teaching methods. Five chemical experiments were selected, and 119 students aged at 17 - 19 voluntarily participated in the research which lasted one semester. The California Critical Thinking Skills Test (CCTST) was used as a data collection tool. Results showed there was an obvious significant difference (p 0.05) in the dimension of analyticity in the experimental group after TBL, while there were no significant differences in the total score, the evaluation and inference of CCTST. The findings provide an effective way for chemistry teachers to improve students’ critical thinking analyticity skills.
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Bailin, S., (2002). Critical thinking and science education. Science & Education, Vol. 11, Issue 4, pp 362-375.
has been cited by the following article:
The Development of Critical Thinking for Students in Vietnamese Schools: From Policies to Practices
1 Faculty of Psychology and Education, Hanoi National University of Education, Hanoi, Vietnam
2 Institute for Educational Research, Hanoi National University of Education, Hanoi, Vietnam
3 Faculty of Primary Education, Hanoi National University of Education, Hanoi, Vietnam
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It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in ...
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.
Bailin, Sharon. Science and Education, v11 n4 p361-75 Jul 2002. Examines some of the misconceptions about the nature of critical thinking. Focuses on the characterization of critical thinking in terms of processes or skills and the separation of critical thinking and knowledge. Offers a different conception of critical thinking.
It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in ...
Critical Thinking and Science Education. January 2002. Science & Education 11 (4):361-375. DOI: 10.1023/A:1016042608621. Authors: Sharon Bailin. Simon Fraser University. To read the full-text of ...
Critical Thinking and Science Education. Bailin, Sharon. It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on ...
Through critical thinking, learners can reject the misconception that science education is solely focused on providing the right answers to closed-ended questions, and instead recognize that it ...
articles (the oldest one) with the title 'Critical Thinking and Science Education' by Sharon Bailin (2002). This last search procedure was carried out using the above-mentioned syntax or search logic but without limiting the time. Other syntax used to search for relevant articles were, Critical thinking+Science education (257 records by
It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in ...
The rationality of science, critical thinking, and science education. Harvey Siegel - 1989 - Synthese 80 (1):9 - 41. Sharon Bailin is a professor in the Faculty of Education at Simon Fraser Uni-versity. Her BA (hons) was in philosophy from the University of Toronto, and her PhD was in philosophy of education from the Ontario Institute for the ...
Abstract. In different countries efforts have been made to integrate critical thinking. into science curricula, recognizing that it i s necessary to live in a plural. society with citizenship ...
S. Bailin (2002) ArticleTitle 'Critical Thinking and Science Education' Science & Education 11 IssueID 4 361-375 Occurrence Handle 10.1023/A:1016042608621 Article Google Scholar H.H. Bauer ... (2002) 'Lost Wanderers in the Forest of Knowledge: Some Thought on the Discovery-Justification Distinction' F. Steinle (Eds) Revisiting ...
Bailin S. (2002). Critical thinking and science education. Science and Education, 11(4), 361-375. Crossref. Google Scholar. Bailin S. (2005a). Artistic creativity: A cross-cultural perspective. Child and Society, 1(2), 9-26. Google Scholar. Bailin S. (2005b). Invenzione e fantasia: The (re)birth of imagination in Renaissance art.
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 ...
Abstract. This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking "Critical Thinking" and Other Terms Referring to Thinking Critical Thinking and Education ...
Critical and Creative Thinking. Sharon Bailin. Published 1987. Education. Informal Logic. A central goal of contemporary education is to improve the thinking skills of students, and the notions of critical thinking and of creative thinking provide focusses for this effort. As educators we would like our students to be better critical thinkers.
The California Critical Thinking Skills Test (CCTST) was used as a data collection tool. Results showed there was an obvious significant difference (p 0.05) in the dimension of analyticity in the experimental group after TBL, while there were no significant differences in the total score, the evaluation and inference of CCTST.
Science and Education Publishing, publisher of open access journals in the scientific, technical and medical fields. Read full text articles or submit your research for publishing. ... Bailin, S., (2002). Critical thinking and science education. Science & Education, Vol. 11, Issue 4, pp 362-375. has been cited by the following article: Article.
The history and philosophy of science (HPS) plays a special role in education. An elec-tive HPS course on the philosophy of scientific experimentation for young scientists and graduate students of natural science is presented. The course bears a pragmatic charac-ter, and its main aims include the development of critical thinking (CT ...
Critical thinking is considered one of the most important results of university education. However, approaches to its development are controversial: there is very conflicting empirical data on the effectiveness of different approaches to the development of critical thinking. Comparing approaches is difficult because different studies differ in the sets of critical thinking skills diagnosed ...
View PDF. International Journal of Humanities and Social Science Vol. 5, No. 8 (1); August 2015 The Art of Critical Thinking through a Pedagogical Approach Dr. Justin J. Barnes Dr. Rebecca J. Tallent University of Idaho School of Journalism and Mass Media 875 Perimeter Drive MS 3178 Moscow, ID Dr. Sharon Kay Stoll University of Idaho Center for ...
Publication Date: 2002. Pages: N/A. Abstractor: N/A. ISBN: N/A. ISSN: ISSN-0926-7220. EISSN: N/A. Critical Thinking and Science Education. Bailin, Sharon. Science and Education, v11 n4 p361-75 Jul 2002. Examines some of the misconceptions about the nature of critical thinking. Focuses on the characterization of critical thinking in terms of ...
The purpose behind the Russian-American Seminar on Critical Thinking was to bring together librarians from both countries to provide an East-West perspective on the issue of critical thinking. This document presents 16 papers from the seminar as well as introductory remarks from a Russian and an American participant. Papers are as follows: "The Young Adult and the Library" (Irina Bakhmutskaia ...