Practical applications at the end of each activity relate science concepts to real-life experiences.
These activities can be used successfully with a minimum of science knowledge, preparation time, and science equipment.
Critical thinking is also regarded as intellectually engaged, skillful, and responsible thinking that facilitates good judgment because it requires the application of assumptions, knowledge, competence, and the ability to challenge one's own thinking.
Critical thinking requires the use of self-correction and monitoring to judge the rationality of thinking as well as reflexivity.
If the learning environment is crucial to the development of critical thinking skills, what instructional strategies can be used to promote critical thinking?
Sternberg asserts that critical thinking involves complex mental operations that cannot be broken into discrete styles of thinking.
Each activity is a 10- to 30-minute guided experiment in which students are prompted to verbalize their step-by-step observations, predictions, and conclusions.
Reproducible pictures or charts are included when needed, but the focus is inquiry-based, hands-on science.
He claims that CT involves students' total intellectual functioning, not a narrowly defined set of skills.
He postulates that there are three mental processes fostering critical thinking: meta-components, performance components, and knowledge-acquisition strategies.