Developing Critical Thinking Through Science

Developing Critical Thinking Through Science-69
Resisting confirmation bias, scientists are required to revise conclusions–and thus beliefs–in the presence of new data. Emphasizing data over beliefs In science, ‘beliefs’ matter less than facts, data, and what can be supported and proven.

Along these lines, Malcolm Forbes—balloonist, yachtsman, and publisher of Although it’s human nature to fill a void with assumptions, it would halt the progress of science and thus is something to guard against.

Admittedly, it requires bravery to suspend judgment and fearlessly acquire unbiased data.

Step-by-step procedures, lists of easy-to-find "equipment"--the only one that might be difficult is an empty ditto fluid can used in one activity--and minimal preparation time all make the books simple for the inexperienced parent/teacher.

Even better, questions, explanations and answers are laid out at each step where they are needed, so there is no fumbling around to check the answer key or search for further information.

Did you know that it was once considered controversial to put erasers on pencils?

People thought it would encourage students to make mistakes. The earnest consideration of possibilities and ideas without (always) accepting them However valuable it has proven to explore controversy in science, some students may not be able to wrap their heads around (one of) Aristotle’s famous quote about education: “It is the mark of an educated mind to be able to entertain a thought without accepting it.” Without teachers and parents together supporting students through this, children may lose the context of why they should challenge their own assumptions via evidence and analytical reasoning inside and outside of the classroom. Looking for what others have missed Looking over old studies and data–whether to draw new conclusions or design new theories and tests for those theories–is how a lot of ‘science’ happens.

Parents who are reluctant to get into science experiments because they fear they will be unable to explain or understand results will find these books extremely useful.

The teacher is not expected to have any science background for these activities.

This is, in part, because people are sometimes not aware of how science moves forward.

Interestingly, professional teaching journals point out that a common myth students bring to school is that science is already all discovered and carved in stone–a fixed collection of knowledge–rather than the simple approach to thinking and knowledge it actually represents.


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