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Teaching Students to Think Critically
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- Teaching Students to Think Critically?
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Worksheets prepared in advance ask for information about life span, energy sources, motility, anatomy, etc. Once the information is collected, it is compiled into large wall charts one for Animals, one for Plants. At this point, some questions can be posed to both groups at once: What are the similarities among the members of each group?
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What are the differences between the two groups? How could the following statement be completed: "An animal is different from a plant because Finally, the students are allowed to test the generalizability of their proposed rules by looking at new instances and placing them in the appropriate category. The strategy is described here in the context of a science problem, but can work equally well in other disciplines and with more abstract categories.
For example, students in Social Studies can learn the rules for "discoveries" versus "inventions," and students of jurisprudence can discover the differences between "felonies" and "misdemeanors.
In fact, one of the most important practical thinking skills one can acquire is knowing how to identify a problem. The Finding Problems strategy is a way of framing tasks so that students use skills similar to those needed for the ill-defined problems they will encounter in life. Tasks developed with this strategy are sufficiently defined as to be solvable, but do not state explicitly which variable or aspect of the problem will constitute or enable a solution.
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Consider the following physics problem adapted from Harvie, : "Brian, all 72 kg of him, bungee-jumps from a m tower toward the river below. He falls 35 m before the bungee cord starts to stretch. Will this become a "free fall" for Brian, or will he "bounce back"? Consider an alternate version of this problem, in which the last sentence is replaced by the following: "When the bungee cord has reached its maximum length, does the tension exceed the cord's breaking strength?
The first version does not specify what must be calculated; therefore, it requires students to decide for themselves just what the problem is and how their knowledge of Physics can be used to solve it.
Teachers can help students learn to solve problems of this type by first providing them with a set of general questions, such as: How are the objects and situations in the problem similar to any objects or situations that were discussed in Physics?
Related strategies for teaching critical thinking bonnie potts
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