The Critical Thinking Ability Of College Freshman Physical Science Students
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The Critical Thinking Ability Of College Freshman Physical Science Students
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Author : Russell Kenneth Rickert
language : en
Publisher:
Release Date : 1961
The Critical Thinking Ability Of College Freshman Physical Science Students written by Russell Kenneth Rickert and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1961 with Science categories.
Critical Thinking Abilities And Understanding Of Science By Science Teacher Candidates At Oregon State University
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Author : Gene Francis Craven
language : en
Publisher:
Release Date : 1966
Critical Thinking Abilities And Understanding Of Science By Science Teacher Candidates At Oregon State University written by Gene Francis Craven and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1966 with Critical thinking categories.
This investigation was designed to determine the extent to which students who are completing planned curricula in science education are proficient in aspects of critical thinking, and possess understandings of science consistent with those of the practicing scientist. The effects of science curricula upon the development of these abilities and understandings were examined by comparing group mean test scores of science teacher-candidates to those of (a) freshmen in social science education, (b) science education freshmen, (c) elementary teacher-candidates, (d) social science teacher-candidates, and (e) in-service science teachers represented by Academic Year Institute Participants. Subgroups of science teacher-candidates were compared in order to assess further the effect of science curricula upon the development of critical thinking ability and understanding of science. Criterion tests were the Cornell Critical Thinking Test, Form X, and the Test on Understanding Science, Form W. The study being of a post-test only design, the criterion instruments were administered to the freshmen and in-service teachers at the beginning of Fall Term 1964. Teacher-candidates completed these tests during the term that they were enrolled in their respective special teaching methods courses. Single classification analyses of covariance using CCTT and TOUS group means were employed to statistically test the null hypotheses. Combined verbal and mathematical subtest means on the Scholastic Aptitude Test were applied as covariance controls of scholastic aptitude while group mean accumulative grade point averages were similarly used to control for group differences in academic achievement. F ratios were computed and evaluated to determine whether differences in group means on the criterion instruments were significant. The data were further analyzed to determine correlations among the variables and to assess prevalent misunderstandings of science. FINDINGS The following conclusions were drawn from the data analyzed in this investigation: 1. Both critical thinking abilities and understanding of science by the science teacher-candidates were significantly (five percent level) greater than were those of freshmen in social science education, freshmen in science education, elementary teacher-candidates, and in-service science teachers. 2. Science teacher-candidates did not differ significantly from social science teacher-candidates in either critical thinking ability or in understanding of science. 3. Neither critical thinking ability nor understanding of science, as measured by the criterion tests, were major learning outcomes of the study of college science. This conclusion was based on: a) Negative or non-significant correlations between both CCTT and TOUS scores and the total number of science grade points earned by members of each group. b) Lack of a significant difference in critical thinking ability or in understanding of science between science teacher-candidates and social science teacher-candidates, the latter group having completed half as many credits in science as had the former. c) Failure to find a significant difference in either critical thinking ability or understanding of science between high and low subgroups of science teacher-candidates selected on each of the following bases: 1) Total number of science grade points earned. 2) The biological-physical science ratio of science credits completed. 4. Science teacher-candidates evidenced an understanding of science superior to that of groups of students similar to those which they would be expected to teach. 5. Science teacher-candidates and in-service science teachers evidenced several misconceptions of the nature of science and scientists as did the non-science oriented groups. 6. Although all the groups revealed misunderstandings of the nature of scientific models, hypotheses, theories, and laws, these misunderstandings were significantly more numerous for the groups whose members had studied relatively little college science.
A Study Of Changes In Critical Thinking Ability As A Result Of Instruction In Physics
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Author : Elmer Thomas Henkel
language : en
Publisher:
Release Date : 1965
A Study Of Changes In Critical Thinking Ability As A Result Of Instruction In Physics written by Elmer Thomas Henkel and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1965 with Critical thinking categories.
The Effects Of Teaching The Nature Of Science On Higher Order Thinking Skills In A Freshmen Level Physical Science High School Course
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Author : Nicolai R. Love
language : en
Publisher:
Release Date : 2014
The Effects Of Teaching The Nature Of Science On Higher Order Thinking Skills In A Freshmen Level Physical Science High School Course written by Nicolai R. Love and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Critical thinking categories.
As I have developed as a science teacher, I have become more concerned with helping students learn to "think like a scientist" rather than memorize science content. With the release of the Next Generation Science Standards in April of 2013, I was further inspired to rework the school's current science curriculum to make time for teaching students to think. Over the summer of 2013, I developed a six week Nature of Science unit which used the eight benchmarks published in the Next Generation Science Standards. The Nature of Science focuses on the "how" of science and I thought it would help me achieve my goal of making students become critical thinkers. While it may seem intuitive teaching the Nature of Science may result in better higher order of thinking skills, my project focused on attempting to verify whether students improved in their ability to analyze, synthesize and evaluate scientific information. Prior to the start of the newly developed Nature of Science unit and following it, my freshmen physical science course took a previous year's standardized test (ACT Explore), completed a survey over their higher order thinking skills, developed a scientific experiment from given background during an assignment, and developed a second scientific experiment with the use of a computer simulator and collected data. The surveys provided the opportunity for me to learn about all three of their higher order thinking skills, the standardized tests shed light on their analysis and evaluation abilities, while the students developed scientific experiments provided information over their synthesis skills. The largest gains from the Nature of Science unit were in student evaluation ability. This was evidenced by increases in the ACT Explore Test conflicting view point portion and more students self identifying through the survey of being at a higher level. Student ability to synthesize and analyze scientific information did not seem to change nearly as much. As I look to improve the unit for future years, I will be incorporating more activities which allow students the opportunity to analyze and synthesize scientific information in the context of the Nature of Science.
The New Sourcebook For Teaching Reasoning And Problem Solving In Elementary School
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Author : Stephen Krulik
language : en
Publisher: Allyn & Bacon
Release Date : 1995
The New Sourcebook For Teaching Reasoning And Problem Solving In Elementary School written by Stephen Krulik and has been published by Allyn & Bacon this book supported file pdf, txt, epub, kindle and other format this book has been release on 1995 with Mathematics categories.
The growing emphasis on developing the mathematical reasoning and problem solving skills of young students makes this an ideal resource for elementary school teachers. It provides new and seasoned teachers with classroom-tested, hands-on materials, including over 200 reproducibles and black-line masters as well as practical suggestions for practice, evaluation and diagnostic assessment of reasoning and problem solving skills. The book is logically organized - first providing teachers with an overview of key concepts and basic suggestions for getting the most success out of what is offered. Following chapters unfold with classroom-ready activities organized according to the five stages of the heuristic process. Individual and group challenges encourage students to Read and Think, Explore and Plan, Select a Strategy, Find an Answer, and Reflect and Extend. In addition, there are collections of Non-Routine Problems, and of Open Ended Problems Requiring an Extended Response. Answers are provided to all problems, including effective strategies for accepting and evaluating answers to open ended problems.
Bulletin
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Author : United States. Office of Education
language : en
Publisher:
Release Date : 1965
Bulletin written by United States. Office of Education and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1965 with Education categories.
Research In The Teaching Of Science
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Author :
language : en
Publisher:
Release Date : 1962
Research In The Teaching Of Science written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1962 with Science categories.
Development Of Problem Solving Skills In High School Physical Science
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Author : Charles Earling Meridith
language : en
Publisher:
Release Date : 1961
Development Of Problem Solving Skills In High School Physical Science written by Charles Earling Meridith and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1961 with Problem solving categories.
Developing Critical Thinking Through Science
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Author : June Main
language : en
Publisher: Critical Thinking Books & Software
Release Date : 1991
Developing Critical Thinking Through Science written by June Main and has been published by Critical Thinking Books & Software this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991 with Critical thinking categories.
Contains standards-based activities for the physical sciences that help students learn the scientific method and develop analysis skills that can be applied to science and other subjects.
The Teaching Of Critical Thinking
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Author : Edward D'Angelo
language : en
Publisher: B.R. Gruner Publishing Company
Release Date : 1971
The Teaching Of Critical Thinking written by Edward D'Angelo and has been published by B.R. Gruner Publishing Company this book supported file pdf, txt, epub, kindle and other format this book has been release on 1971 with Philosophy categories.