LEARNING TO LEARN
The survey did provide evidence that strategies are
being used to encourage students to see matters
from different perspectives. For example, students are
encouraged to participate in discussions considering
the ethics of genetically modifying organisms or using
stem cells. One teacher noted that students might be
encouraged to consider whether an expert’s opinion
is valid. Another teacher listed open-ended questions
they used in their lessons which reflected the Socratic
questioning technique suggested to develop critical
thinking skills. Furthermore, students are encouraged to
use more than one source of information when carrying
out research, encouraging them to consider possible
different perspectives.
Students are also being encouraged to reflect on their
own experiences within the Sciences, for example
by evaluating a conclusion they have formed. This
is a formally assessed skill in Biology Middle School
investigations and Science IAs.
For consideration
Reassuringly, there is evidence to suggest that many
of the skills required of critical thinkers are being
encouraged by our Science teachers. That said, it seems
these skills may be taught as part of the scientific
method, rather a directed effort to develop critical
thinking itself in students. In other words, critical
thinking skills might be a by-product of our students
successfully implementing the scientific method.
Consequently, some critical thinking skills may receive
more attention than others, which could explain why
the written staff surveys did not explicitly outline any
current strategies for encouraging students to consider
the strength of evidence they have for theories. References
As courses exist within the school for all year groups
which directly focus on the development of critical
thinking skills (Systems of Belief, 10 Ideas, Critical
Perspectives, Theory of Knowledge), the need for
Science subjects to do so is debatable. However, it may
be worth noting Nygren et al.’s (2019) suggestions
that student capacity for critical thinking in one subject
does not necessarily mean this can be transferred to
another subject. If this holds true, and the school wants
to ensure students can exhibit critical thinking skills in
the context of Science, then there is an argument for
developing a clearer focus on integrating the teaching
of critical thinking into Science schemes of work. Copeland, M. (2015). SOCRATIC CIRCLES: Fostering critical and creative
thinking in middle and high school. Stenhouse Publishers.
Finally, this research has highlighted that some of the
teaching staff body would like to know more about
critical thinking. Disseminating information, with
examples of strategies for developing the skills required
for critical thinking, is likely to reassure teachers that
they are already equipping students with many of the
necessary skills to help them become proficient critical
thinkers. Vejar, C. (2017). Critical Thinking: An Academic Perspective. Salem Press
Encyclopedia.
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