Critical Thinking - Science topic

More sources for you.

1. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.664.1191&rep=rep1&type=pdf

2. http://metameso.org/~joe/docs/peeragogy-tufte.pdf

3. https://en.wikibooks.org/wiki/Peeragogy_Handbook_V1.0/Print_version

4. https://www.slideshare.net/boydwinona/peeragogy-and-tools-for-collaboration-36844124

5. https://www.teachthought.com/critical-thinking/critical-thinking/

In developing countries, the main problem for development of science is lack of interest of ruling class, lack of funds and infrastructure are some important problem/hurdle in the development of science.

Interpretation of the classical triad of Vitruvius to modern conditions:

Usefulness - taking into account the social demand of the population, society; energy efficiency, economy of the object.

Strength - application of the latest materials and technologies.

Beauty - development of aesthetic sense; erudition; philosophical thinking.

A flawed individual, but his understanding and research on power are extremely enlightening.

I think there are up to 5 meetings

As a theoretical physicist, I came to the firm belief that philosophy allows me to do better physics. I tried to explain the reasons in the preface of my book A Philosophical Approach to Quantum Field Theory (Cambridge University Press, Cambridge, 2017): "Consciously or unconsciously, the construction of any image of the real world relies on personal beliefs. I hence try to identify and justify my own personal beliefs thoroughly and in various ways. Sometimes I rely on philosophical ideas, for example, about space, time, infinity, or irreversibility; as a theoretical physicist, I have a limited understanding of philosophy, but that should not keep me from trying my best to benefit from philosophical ideas. Often I rely on successful physical theories, principles or methods, such as special relativity, quantum theory, gauge invariance or renormalization. Typically I need to do some heuristic mathematical steps to consolidate the various inputs adopted as my personal beliefs. All these efforts ultimately lead to an image of nature, in the sense of a mathematical representation, but they are not part of this image. The final mathematical representation should convince by its intrinsic logical clarity, mathematical rigor, and natural beauty. Emphasis on the importance of beliefs, even if they are justified by a variety of philosophical and physical ideas, may irritate the physicist. The philosopher, on the other hand, is used to the definition of knowledge as true justified belief. But how can one claim truth for one's justified beliefs? In physics, this happens by confronting an image of nature with the real world. According to Pierre Duhem, known to thermodynamicists from the Gibbs-Duhem relation, and the analytic philosopher Willard Van Orman Quine, only the whole image rather than individual elements or hypotheses should be tested. The confrontation of a fully developed image with the real world depends on all its background assumptions or an even wider web-of-belief, including the assumed logics (confirmation holism). Following Boltzmann's approach of deductive representation, the present book makes an attempt to show how such a testable whole image of fundamental particle physics can be constructed within the framework of quantum field theory. The focus of this book is on conceptual issues, on the clarification of the foundations of quantum field theory, and ultimately even on ontological questions. For our intuitive approach, we choose to go back to the historical origins of quantum field theory. In view of the severe problems that had to be overcome on the way to modern quantum field theory, that may seem to be naive to the experts. However, with the present-day knowledge and with philosophical guidance, the intuitive origins can nicely be developed into a perfectly consistent image of the real world. On the one hand, there is a price to pay for this: practical calculations, in particular perturbation methods, are less elegant and more laborious than in other approaches. Symbolic computation is the modern answer to this challenge. On the other hand, there is a promising reward: a new stochastic simulation methodology for quantum field theory emerges naturally from our approach. Hopefully, the present book motivates physicists to appreciate philosophical ideas. Epistemology and the philosophy of the evolution of science often seem to lag behind science and to describe the developments a posteriori. As philosophical arguments here have a profound influence on the actual shaping of an image of fundamental particles and their interactions, this book should stimulate the curiosity and imagination of physicists. Students of physics can use this book as a reliable companion whenever their standard textbooks focus on pragmatic calculations and fail to clarify important conceptual issues; philosophers and physicists interested in the epistemological foundations of particle physics can use it as a thought-provoking monograph. The benefits of an approach resting on philosophical foundations is twofold: the reader is stimulated to critical thinking and the entire story flows very naturally, thus removing the mysteries from quantum field theory."

Education

Look at the tests mentioned here:

Nowadays, people are quickly accepting social media in developing countries.

Hello Mohammed Fatih Rasul

I totally agree with Timo Van Canegem that the word by itself "cancer" is such a broad term and I would narrow down to a particular sub-type and/or treatment. My best suggestion for this would be if you are uncertain as to which type to focus on to look at what type or types are treated or investigated in your organisation. For example, where I work currently, they are particularly interested in lung cancers and where I was working before has a special focus on bowel and breast cancers.

Best regards

The critical thinking skills associated with recognition and handling of vagueness and ambiguity would certainly have a bearing on language skills generally, including those involved in second language acquisition. Many native speakers make poor informants about their language, tending to overgeneralize from their idiolect, which may harbor ambiguity and vagueness of which they are unaware.

Another qualitative way of investigation is to observe certain nurses' practices to check whether or not they are critical thinkers, or to know what critical thinking tetchiness they normally utilize!

Hi，friend, do you have the correct answers for the CCTST now?

Dear Dr. Vieira!

You spotted a relevant topic. May I argue that critical thinking is an essential tool for any university student and researcher whereas creative thinking is about innovating critical thinking. In so I argue that these two segments of thinking are embedded in each other into certain extent. COVID-19 has increased the need to link the two types of thinking:

1) A case-study: Georgiou, A., Li, J., Pearce, C. et al. COVID-19: protocol for observational studies utilizing near real-time electronic Australian general practice data to promote effective care and best-practice policy—a design thinking approach. Health Res Policy Sys 19, 122 (2021). https://doi.org/10.1186/s12961-021-00772-4 Open access:

2) Papanagnou D, Jaffe R, Ziring D. Highlighting a curricular need: Uncertainty, COVID-19, an health systems science. Health Sci Rep. 2021;4:e363.

https://doi.org/10.1002/hsr2.363 Open access:

May I argue that COVID-19 forces us humans to be all the time critical and creative to find new treatments for people suffering from novel emerging variants of this virus. Yours sincerely, Bulcsu Szekely

Any methodology that requires students to engage in questioning and debating etc. interesting question Karl Pfeifer

A question that needs more thought

Critical thinking is as old as philosophy, and in everyday life it is also part of our awareness of questioning given facts, statements and phenomena of reality. Immanuel Kant's three main philosophical writings were each associated with the concept of critique: Critique of Pure Reason, Critique of Practical Reason, Critique of Judgement. "Critique" here means examining the possibilities of knowledge and its limits. "Reason" as the supreme organ of our ability to know questions itself.

Scientific thinking has always been critical thinking, also in the application of methods that must be appropriate to the subject matter to be dealt with. Critical thinking has appeared in the 20th century partly with an inflated claim to itself: Those authors who claimed to be particularly critical (and all others uncritical) were able to criticise other authors, but rather one-sidedly by applying a certain worldview that they considered "true", e.g. Marxism, and in this way considered all other views uncritical. One should therefore be familiar with the recent history of science, from about the end of the 18th and beginning of the 19th century, in order to be able to answer the question somewhat critically - and not one-sidedly - as to what one should understand by the term "critical" today. The reference to some online information or to mention a few authors who have published something about this field is by no means sufficient.

Dear Pr Brücher,

Thank you for sharing with us these useful informations.

Best regards,

Pr Hambaba

As a lecturer, a researcher, and most importantly a father for 5 kids, I have seen over the years that our dear students, in general, haven’t real knowledge. From my personal perspective, the rationale behind this relates to the following fact:

For the aforementioned fact, let us ask our self the following question:

University friends are often friends for life.

Hope this will help you. Stay safe and fine,

Nandan

After more than 30 years of assessing critical thinking students of all ages and in working adults from all types of workplaces, the researchers at Insight Assessment have learned that there is an array of reasoning skills and mindset attributes that are predictive of success in both life and work. All are important for reliable reasoning and decision-making.

Insight Assessment test instruments for children and adults include skills and mindset tools paired for the most comprehensive information about the strengths and weaknesses in thinking. We also offer a variety of two-part tests that measure both skills and mindset.

Questions of ruling ideas and ideologies call for a more subtle approach than that of Marx. Karl Mannheim's Ideology and Utopia was a step in that direction. Proclaimed ideas may be quite different from what is actually believed, and both may be different from what is implicit in practice. Here be cognitive dissonance galore.

Critical thinking in pandemic times? Here is a step--by-step guide. Step 1: If you don't have a bookshelf, get one. Step 2: If you don't have Thomas Sowell's The Vision of the Anointed on your bookself, get it. Step 3: Read/think. Step 4: Listen to others (notice how step 3 comes before step 4). Step 5: Act individually and perhaps speak your mind (notice how step 4 comes before step 5). Only once step 5 has been thoroughly exhausted, proceed to step 7: Recommend a policy, maybe (notice how step 7 is optional, and comes only after steps 1 to 6 have been done).

A close friendship, according to behavioural scientists and psychologists, is a relationship that includes a long-lasting bond of sacrifice and shared moments. A true friend prioritises your happiness, never asks you to put your relationship ahead of your values, and you miss them when they're gone.

thank you Willver Coasaca Núñez

logic toys

Kwadwo Boakye RE: "Can you just assume a situation with no figures or data to back it ? Is it reasonable?"

Yes to both questions. If you are giving a reductio ad absurdum argument, your assumption is formulated solely for the purpose showing that it is untenable because it entails a logical contradiction or absurdity.

A reductio ad absurdum argument that the square root of two is not rational has been attributed to Aristotle.

Thanks Gustavo Eduardo Toledo Lara for this discussion. Critical thinking is an objective analysis of facts to formulate a judgment and it is a self-directed, organized, and self-correcting process.

Without any desire for petulance, pedantry or self-centeredness, I would suggest and advise reading, in this regard, an Article, which will soon see the light in an International Journal of very high Impact ("Preprint"), the fruit of the work of part of my Research Team and my own and posted by me -in my profile and list of contributions- here in "RG", entitled: "Update on the benefits of vaccination: a narrative review"; In it, in addition, they will be able to access a very complete and up-to-date Bibliography that, I believe, will be able to answer -all this- to such a timely question and will help to have proven and scientifically proven arguments to combat and refute the "pseudo-arguments" (prejudiced and paranoid) against vaccines and against "anti-vaccine movements and groups". Thanks.

What is K-12 education?

Hi, I think it really depends on what do you mean by "authentic materials". And any material, if carefully designed, "critical thinking" opportunities can be embedded. But I do agree with Dr Anders Norberg, authentic documents would be best to be used since they mirror actual language use.

thank you so much David Coker

I think reflection can be a good way to practise seeing beneath surface

Reflecting develops skills in student to review their effectiveness, rather than just carry on doing things. It is about questioning, what you do and why you do it and then deciding whether a better, or more efficient, way of doing it is feasible in the future.

we use Gibbs reflective cycle for effective reflection for exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Certainly it is. We must not confuse faith in God with faith in his priests.

First you check the normality of data then if data found normal, you can apply paired sample t-test . In case data is not normal, you will apply Wilcoxon test .

Holistic approach in higher education is about pluralism and inclusion. It is also about equity and equality for all the stakeholders. Though the quality enhancement is sometimes a single vertical in many institutions, holistic approach is more about organic growth by taking everyone together for the betterment of one and all.

An interpretation is considered admissible if it's not in contradiction with the text, but since the text is open and polysemous, the return to the text is often insufficient to determine the validity of the interpretations, which are diverses and can be contradictory. Literary interpretation is both subjective and in part conditioned by interpretative communities (Fish). We cannot use a criterion of truth (true / false) but an intersubjective validation process (admissible / contestable), in other words to be admissible an interpretation must be recognized as such by other readers. We must then turn to the explanation by the readers of the sources of their interpretations. In my educational research, I have shown that teachers refer more to literary culture and students to the values ​​shared in their communities as well as to their personal experiences of the world. Thank you for the rich discussion!

Read research papers and then use a literature matrix to organise information and finally determine which papers are reliable, any contradictions, any gaps in knowledge, potential trajectory of research and so on.

I know this is not an answer to your question Ian yet I think the conversation has moved ( thankfully so) to 21st century dispositions ( habits of mind) rather than skills. The discourse is around the importance of developing these dispositions to allow individuals to live and work successfully and fully. Bill Lucas advocates theses dispositions. I agree that they must be developed both in teachers and their students. They are qualities such as emotional and ethical intelligence, resilience, criticality, life-long learning.

1. Formation of critical thinking is associated with the student's independence in assessing the situation. The teacher should not suppress the student's activity. The student must independently find a solution to the problem. The teacher should show the direction of the solution, but not the solution itself.

2. The formation of critical thinking is associated with practical activities. The student must learn to solve problems that are directly related to the surrounding reality. The teacher must explain that a person, nature or technology depends on the student's decision.

3. Formation of critical thinking is associated with responsibility. The student should not be afraid to express his own opinion and should be responsible for the decision. The teacher should give examples of responsible decisions.

Selective thinking is totally depends on your perception.. As you say about cognitive thinking yes it is has some particular direction to use but it would be selective or not it will be decided by you...

This should be a great study. can you share the outcome of your findings?

Denis Korneev Well, there's "modus morons" 🤔, but that's just another name for affirming the consequent.

Cheers. 🤡

Joseph Tham I take my answer to be a further consequence of Martin's thoughts, so I'm confused by your response. Surely the purpose of critical thinking isn't just to pose novel alternative perspectives alongside counterparts. Surely it's in the interest of evaluating some as more suitable than others, depending on one's interests. I'm fine calling that sort of inquiry truth seeking. That's still sufficient to distinguish trolls from critical thinkers. So, I don't think we have to determine whether "Truth" exists to answer your initial question as I have. Similarly for whether "Truth" is unique.

As an addendum, I'd not say truth is indeterminate within an axiomatic system. That overlooks a lot of important nuance. Godel showed very specific languages with very specific properties either can't consistently make very specific value assignments or can't express everything you'd expect them to be able to express. Note the qualifications: (1) Truth isn't a problem in just any axiomatic system; it's a problem in a range of very specific axiomatic systems; (2) In this description of Godel's result I've not mentioned truth at all. All that's needed in his result is a designated value assignment. We often speak of that assignment as a truth assignment, but linking it to "Truth" - whatever that ends up being - requires metaphysical premises often unstated and undefended.

thank you Jesús Pérez Michael W. Marek Abdelkader Mohamed Abdelkader Elsayed Cristian Ramos-Vera for sharing knowledge and your generosity. I DO appreciate

Ibraheem Kadhom Faroun, Nice.

Scientific and academic anomalies.

Following

Following

Good Answer Catherine Mary Abouzaid

The precondition to any productive movement in the direction of genuine critical thinking is the endorsement of these three basic principles:

- Focus on the reasons, not the person(s) voicing them

- An argument should never assume what it is trying to prove

- Always construct strong reasons for and against a main conclusion

(see https://kwantlenreasonmappingteam.wordpress.com/principles/ )

I am not sure how well that would gel with Islamic Studies, though...

Dear Prof. Sanja M. Maricic

You may find useful to check the documentation about teaching math with Khan Academy. I just give you a few references:

https://roomtodiscover.com/khan-academy-math-classroom/

Good responses from Madelaine and Peter.

Paul - why not a combination of your 'list' of strategies - especially in terms of 'scaffolding'? So start with a mini-test (say 10%) that is essentially 'rote-learning' testing i.e. what are the underlying principles and then scaffold up to a final 40-60% 'test' that is perhaps a reflection on a critical case/scenario. The marking rubrics would reflect Bloom's verbs - as you progress in the assessments from 'describing' to critical reflection.

Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes. WHO

Yes, statement 1 supposes there exists a certain cultural phenomenon and proposes to study reasons for it; statement 2 proposes to determine whether such a cultural phenomenon exists at all. But in what sense is existence "due to literature"? Is the cultural phenomenon in question a literary phenomenon? Or are you referring to research articles (the research literature) that alleges there is a cultural phenomenon? In the latter case, the existence may not be "due to literature" unless the research literature has become like a self-fulfilling prophecy.

Firstly, research questions are outlined in the introduction part. Then you should change questions into hypotheses if you test them

If not

You can outline them in a part of methodology

Or you can also write them in a seperate title.

Statistics can be used to test hypothesis. Statistics can be used to analyse data statistics can be used for results interpretation. These help in different areas for problem solving and solutions finding even in teaching learning environment , students predictions, future planning etc

Thanks, Brandon, have requested a full text. Best, Maree

Thanks, Kjartan for your recommendation. I am ensconced in both researching and writing publications that include studies around critical thinking in secondary schools and I wanted to be sure I wasn't missing any great research that is out there! There seems to be a plethora of studies conducted at higher education levels and quite a lot at the primary/elementary level.

Thanks, Bill, very much appreciate your reply and input! About to read your review shortly!

Better understand Physics and Chemistry etc and explore the unknown world effectively and lively!

Sometimes yes, sometimes no

Best Regards Krzysztof Trzcinski

thank you

Dear, Buthaina Boukhalfa Use the method described in the "critical thinking guide" in the videos attached to this publication. It works for building critical thinking skills in Mathematics and I'm confident it will work for other areas.

Student need's to be understood within the system; to be 'SELF explored; to be coached/ supported by teachers who have appropriate training and accessed by relevant resources.

Thank you.

Logical fallacies have an element of truth about them; it is just that they are not sound arguments in all circumstances. I agree with H.G. Callaway that reputation of expertise is important, whether that is a peer-reviewed journal with a high ranking, or a professor from a prestigious university writing an article. Reputation can be a guide to likelihood of truth, although it is no guarantee (because the whole community may be wrong, but the strongest arguments that support a conclusion turn out to be false). In my view, heterodoxy is important for the development of any discipline, but insights from experts with orthodox views rightly carry the greatest weight.

A more famous example of a logical fallacy of value is abductive reasoning: if A, B IMPLIES A, therefore B. This is clearly a fallacy; but the truth in it is that there is a causal or explanatory relationship (or constant conjunction) relationship between B and A, then the inference may be valid. In any case B IMPLIES A, A increases the likelihood of B.

Dear all,

Thank you so much for all the suggestions and ideas. Will look into it and reply you individually soonest. Was away on a compassionate leave last week

Dear Georg,

To be realist often means to follow the status quo and the mainstream. Critical thinking means, say, to kick out the box and, say, to go the infornation given, and be innovator and creator.

The world needs individuals who are capbale of being creators and innovators, not conformist people.

King regards,

Orlando

Hello Irene,

I am a doctoral student in nursing. Would like to use CCTST in my study. How can I get the paper pencil version ?

yes I have one published research in Arabic , titled:

The Effect of the Brain- Based Learning in the Development of Reflective Thinking Skills....

I used this scale after developed it to adolescents Jordanian students. so if you need it in Arabic i will send it .

there is abstract in English.

Link:

https://journal.uob.edu.bh/bitstream/handle/123456789/2634/JEPS160102.pdf?sequence=1&isAllowed=y

Not sure how to answer. India and the United States are touted as the world's largest democracies. Yes people are free to vote for whoever they want, but their minds are being manipulated by the media and by religious leaders and top politicians in different ways by constant bombardment with slanted interpretations of reality to move their thinking in a specific direction. In short "leaders" in "democracies" have gotten very creative in using the media in moving such societies towards acceptance of more authoritarian rule.

Nevertheless, those who are able to resist this onslaught have the capacity to be very very creative and are therefore a danger to the authorities.

Dear Oum Kalthoum Ben Hassine:

Thank you for your helpful response.

I thought I had covered both general and academic freedom in my Answer to your interesting Question.

I think that many researchers lack robust understanding of research methods and how to select right methods. In addition many do wonderful reflection on concepts, do great fieldwork, but fail to bring concept and empirical findings together.