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Abstract

Science education helps students indirectly by pushing them to develop the critical thinking skills necessary to evaluate all kinds of phenomena, scientific, pseudoscientic, and other. Accordingly, the means and methods employed in science are defined and determined by any procedure [of analysis and evaluation] that serves systematically to eliminate reasonable grounds for doubt. Using a conceptual map I developed that highlights the acquisition of scientific knowledge, a new approach to teach science as critical thinking is presented to foment a skeptical attitude in our students so that they do not relinquish their mental capacity to engage the world critically via analysis and evaluation. For, without a skeptical attitude, natural human biases and limitations would inevitably lead a person to hang on to a preferred hypothesis and ignore or resist all other alternatives. This could lead to a gradual hardening of beliefs that would seriously impede scientific inquiry and the attainment of scientific knowledge.

Publication Date

11-14-2014

College/Unit

College of Arts, Sciences and Technology

Disciplines

Science and Mathematics Education

Teaching Science as Critical Thinking

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