Abstract
This chapter presents a framework for teaching evidenced-based thinking as an integral component of critical thinking, which is a critical foundation of scientific thinking. A qualitative case study is described during which the instructors implemented a typology of five types of evidence: Statistical, qualitative, anecdotal, legal, and expert opinion. By using this typology, students effectively described types of evidence, used evidence to support their arguments, combined them to promote their claims, and became more sceptical of information. These findings provide insights into students’ process of evidenced-based thinking. Ultimately, this research provides insight and guidance for instructors who wish to improve students’ scientific thinking.
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Notes
- 1.
The Tennessee STAR project was a large-scale research study that examined the correlation between reducing class sizes and student achievement. It found that there were positive effects in reducing class size. The intervention occurred in the 1980s in the American state of Tennessee and this longitudinal study measured students’ progress through the end of their secondary education (in US terms, twelfth grade).
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Shargel, R., Twiss, L. (2019). Evidenced-Based Thinking for Scientific Thinking. In: Murtonen, M., Balloo, K. (eds) Redefining Scientific Thinking for Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24215-2_4
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DOI: https://doi.org/10.1007/978-3-030-24215-2_4
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