Critical Thinking and Science Education

By Sharon Bailin. 2002

448 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8935a1d78ae6494e004389046c40baff6e789400

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Marit Ulvik
2. Gil Reynders
3. Jan Elen
4. J. Lantz
5. Rianne Janssen
6. Renée S. Cole
7. U. Zoller
8. Courtney Stanford

In Education

1. M. Wenderoth
2. D. Pushkin
3. Marit Ulvik
4. A. Quale
5. K. Mathiassen
6. Gil Reynders
7. S. D. Kolstø
8. I. Mestad

Citations in the corpus

• Matching Higher-Order Cognitive Skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course (2007, background): “Science education researchers have pointed out that students quite often fail in performing assignments that require CT skills (Bailin, 2002).”
• Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology (2010, background): “Science education and CT are commonly linked (Byrne & Johnstone, 1987), but few studies have investigated whether taking more science courses promotes CT.”
• Rubrics to assess critical thinking and information processing in undergraduate STEM courses (2020, background): “meaningful evidence to support their conclusions (Bailin, 2002; Lai, 2011; Miri et al., 2007).”
• Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment (2003, background): “…general goals in university education are, for example, problem-solving skills, independent thinking, critical thinking, willingness to explore new ideas and the development of a creative mind (Johnstone et al. 1981, Byrne and Johnstone 1987, Swedish Higher Education Act 1992).”
• Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism (2016, background): “The development of critical thinking (CT) is widely claimed as a primary goal of science education (Adey & Shayer, 1994; Bailin, 2002; Siegel, 1988).”
• Science students' critical examination of scientific information related to socioscientific issues (2006, background): “Here we will take issue with Bailin (2002) who concludes that critical thinking presupposes (in addition to other intellectual resources) an understanding of background knowledge and of standards and criteria which apply in the discipline or context at issue.”
• Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology. (2008, background): “Students often have difficulty performing at these higher levels (Zoller, 1993; Bransford et al., 2000; Bailin, 2002).”