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Science & Education

, Volume 11, Issue 4, pp 361–375 | Cite as

Critical Thinking and Science Education

  • Sharon Bailin
Article

Abstract

It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge. It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.

Keywords

Science Education Critical Thinking Valuable Work 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • Sharon Bailin
    • 1
  1. 1.Faculty of EducationSimon Fraser UniversityBurnabyCanada

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