Papers in Current Issue - The Diigo Meta page

• 03 Mar 09
  

  Will Stewart

  Greater clarity about the nature of critical thinking and how to support teachers in learning to implement it are needed if we are to respond to broader calls for critical thinking both as a central goal in science education and as a key aspect in the ecology of 21st Century e-learning environments. In this paper, I describe a professional development approach and a conceptual framework used to create critically thoughtful and media-rich science learning resources meant to serve these needs. The conceptual framework is a model of critical thinking developed by the Canadian Critical Thinking Consortium that involves embedding the teaching of five categories of intellectual tools into the teaching of curriculum content. The “tools for thought” include addressing the need for focused and relevant background knowledge, criteria for judgment, thinking concepts, thinking strategies and the development of habits of mind. The professional development approach engages practicing teachers through focused inquiry groups in collaboration with rich media technicians who help to develop the e-critical challenges (lessons). Aspects of this “comet approach” include a series of face-to-face sessions, gradual and planned introduction to use of laptop computers, inquiry oriented teacher-writing teams and expert mentorship for teacher–writers between face-to-face sessions. I explain the unique aspects of both the development process and the challenges in the context of a project involving twelve teachers in the creation of media-rich critical thinking lessons for a Grade 7 science course. Although project assessment data analysis is currently underway, I offer several initial conclusions in relation to the four goals of the project.

  critical thinking science e-learning

  • Greater clarity about the nature of critical thinking and how to support teachers in learning to
    implement it are needed if we are to respond to broader calls for critical thinking both as a
    central goal in science education and as a key aspect in the ecology of 21st Century e-learning
    environments. In this paper, I describe a professional development approach and a conceptual
    framework used to create critically thoughtful and media-rich science learning resources meant to
    serve these needs. The conceptual framework is a model of critical thinking developed by the
    Canadian Critical Thinking Consortium that involves embedding the teaching of five categories
    of intellectual tools into the teaching of curriculum content. The “tools for thought”
    include addressing the need for focused and relevant background knowledge, criteria for
    judgment, thinking concepts, thinking strategies and the development of habits of mind.
    The professional development approach engages practicing teachers through focused inquiry
    groups in collaboration with rich media technicians who help to develop the e-critical
    challenges (lessons). Aspects of this “comet approach” include a series of face-to-face
    sessions, gradual and planned introduction to use of laptop computers, inquiry oriented
    teacher-writing teams and expert mentorship for teacher–writers between face-to-face sessions.
    I explain the unique aspects of both the development process and the challenges in the context
    of a project involving twelve teachers in the creation of media-rich critical thinking lessons
    for a Grade 7 science course. Although project assessment data analysis is currently underway,
    I offer several initial conclusions in relation to the four goals of the project.
• 13 Feb 09
  

  John Rodgers

  elearning science development cycle course professional

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