A new paper on teaching critical thinking skills in science has pointed out, yet again, the value of giving students experiences that go beyond simple recall or learned procedures.

It is a common lamentation that students are not taught to think, but there is usually an accompanying lack of clarity about exactly what that might mean.

There is a way of understanding this idea that is conceptually easy and delivers a sharp educational focus – a way that focuses on the explicit teaching of thinking skills through an inquiry process, and allows students to effectively evaluate their thinking.

Read the full article online at The Conversation