Teaching critical & analytical thinking in high school biology?

dc.citation.epage	181	en_US
dc.citation.issueNumber	3	en_US
dc.citation.spage	178	en_US
dc.citation.volumeNumber	74	en_US
dc.contributor.author	McDonald, Gaby	en_US
dc.date.accessioned	2016-02-08T09:48:13Z
dc.date.available	2016-02-08T09:48:13Z
dc.date.issued	2012	en_US
dc.department	Graduate School of Education	en_US
dc.description.abstract	How can critical and analytical thinking be improved so that they mimic reallife research and prepare students for university courses? The data sets obtained in students' experiments were used to encourage students to evaluate results, experiments, and published information critically. Examples show that students can learn to compare and defend their experimental results, thus bringing them closer to real research and critical-thinking skills.	en_US
dc.identifier.doi	10.1525/abt.2012.74.3.9	en_US
dc.identifier.issn	0002-7685
dc.identifier.uri	http://hdl.handle.net/11693/21572
dc.language.iso	English	en_US
dc.publisher	University of California Press	en_US
dc.relation.isversionof	http://dx.doi.org/10.1525/abt.2012.74.3.9	en_US
dc.source.title	The American Biology Teacher	en_US
dc.subject	Analytical thinking	en_US
dc.subject	Critical thinking	en_US
dc.subject	Defending results	en_US
dc.subject	Lab results	en_US
dc.subject	Real science	en_US
dc.subject	Unexpected results	en_US
dc.title	Teaching critical & analytical thinking in high school biology?	en_US
dc.type	Article	en_US

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