LEARNING TO LEARN
set of skills, a critical thinking approach varies depending
on the subject or context in which it is employed.
Despite the range of definitions, Chatfield’s (2018)
seems to summarise the majority of suggestions above
well by stating that critical thinking is “setting
out to actively understand what is really going on
by using reasoning, evaluating evidence and thinking
carefully about the process of thinking itself, … in
order to search for the best account of the way things
actually are” (page 6).
Promoting critical thinking in Science
Our current and proposed practices to develop
critical thinking in Science were assessed through a
short questionnaire, completed by five in the Science
department and, via reflection of my current teaching
as a Biology teacher. This is a small sample size, so there
is scope for further research and the practices discussed
are unlikely to be representative of all strategies used in
our Science department.
Promoting
critical thinking
in Science
Hélène Bonsall, Teacher of Biology
This project arose following an online survey which
assessed Sevenoaks teaching staff-interest in
pedagogical matters. When asked what they would like
to know more about to develop their teaching practice,
84% of respondents (23% of the total teaching staff
body) selected ‘critical thinking’ as either a highest
priority or a high priority. This project focusses mainly
on critical thinking in Science lessons, undertaking a
literature review and audit of current practice.
Literature review
The definition of critical thinking varies, with some
acknowledging the ambiguity of the term. Common
themes include a logical approach or scientific
thinking, considering evidence or making observations,
considering an issue from several points of view,
reflecting on personal experiences, evaluations and
reaching a reasoned decision or opinion (Ad’hiya &
Laksono, 2018; Belluigi & Cundill, 2017; Butcher, Larson,
& Lane, 2019; Erikson & Erikson, 2018; Kinslow & Sadler,
2018; Nygren et al., 2019; Solbes et al., 2018; Vejar,
2017; Wilson, 2018; Zubaidah et al., 2018). Nygren et al.
(2019) further propose that, rather than being a general
All the teachers appeared to have a notion of some of
the skills required for critical thinking, if not a secure
and concise understanding of the concept. Encouraging
logical and scientific thinking is an implicit part of
Science but also seems to be made explicit. Lower
School students are encouraged to form and evaluate
theories when carrying out their cross-science practical
projects as well as during specific Y7 Physics lessons
focused on this part of the scientific method. My
personal experience suggests this scientific method is
regularly encouraged throughout Science lessons, from
Lower to Upper School.
Experiments are integral to the syllabuses taught and
students are encouraged to evaluate these methods in
formal assessments such as the Biology Middle School
investigation assignments. The IB syllabus further
promotes student study and use of the scientific
method, through investigative assessments and
learning about falsification of historical theories. One
teacher proposed we could provide students with more
challenges to encourage them to find out an answer/
value/solution with minimal teacher input. For example,
by providing them with a set of equipment but no set
method. This strategy might encourage students to
form, test and evaluate hypotheses, encouraging the
development of scientific thinking.
The survey did not outline any current strategies
for encouraging students to consider the strength
of evidence they have for theories. However, my
personal experience suggests that all students are
encouraged to assess the accuracy and reliability of
experimental results, formally so in Middle School
Biology investigations and Upper School investigative
assessments.
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