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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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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Sharon Bailin
- Simon Fraser University, Faculty of Education, Burnaby, Canada
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Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate Theory of Knowledge Course
- Published: February 2007
- Volume 16 , pages 167–196, ( 2007 )
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- Gábor Á. Zemplén 1 , 2
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The article investigates the Theory of Knowledge course of the International Baccalaureate Organization . After a short overview of the aims and objectives of the course, the assessment criteria and a popular textbook are investigated. Shortcomings concerning the treatment of the natural sciences are highlighted and the problem is generalised to courses or curricula that aim to reconcile agendas focusing on critical thinking and philosophical analysis on the one hand and traditional science subject-agendas on the other. The article argues that these problems also surface in the actual teaching practice and their implications for the curricula need to be taken more seriously. Three possible alternatives to overcome these problems are outlined. The first is based on novel work in history and philosophy of science, the second on general theories of argumentation, and the third on systematic exploration of student interests and stakes.
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Gábor Á. Zemplén
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Zemplén, G.Á. Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate Theory of Knowledge Course. Sci Educ 16 , 167–196 (2007). https://doi.org/10.1007/s11191-006-6387-0
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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
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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
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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.
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 ...
Science education often includes in its aims the development of critical-mindedness. This is usually regarded as one of a range of scientific attitudes. The paper presents a critical review of attempts to classify scientific attitudes, and the stereotype of the objective, detached scientist is discussed. It is argued that critical-mindedness ...
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
<p>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 ...
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 (2002) points to the contextual nature of critical thinking in science education due to the fact that focusing on the concepts, tasks, problems, and issues in the science curriculum initiate . Int. J. Assess. ... (Bailin, 2002; Wicaksana, Widoretno, & Dwiastuti, 2020). In doing so, the current study can contribute to the development
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 ...
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.
Bailin, S. (2002). Critical thinking and science education. Science & Education, 11, ... (2011) conducted a study regarding conceptual clarification of critical thinking in science education ...
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 ...
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.
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.
S Bailin, H Siegel. The Blackwell guide to the philosophy of education, 181-193, 2003. 410: ... MU Smith, H Siegel. Science & Education 13 (6), 553-582, 2004. 295: 2004: The rationality of science, critical thinking, and science education. H Siegel. Synthese 80, 9-41 ... Science education 86 (6), 803-820, 2002. 133: 2002: Foundational issues in ...
Science and Education Publishing is an academic publisher of open access journals. It also publishes academic books and conference proceedings. ... Bailin, S., (2002). Critical thinking and science education. Science & Education, Vol. 11, Issue 4, pp 362-375. ... To make teaching for critical thinking reality, there needs to be cooperation and ...
Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science irrelevant.
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 ...
Creativity, Discovery, and Science Education: Kuhn and Feyerabend Revisited Sharon Bailin 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,