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This book examines the learning and development process of
students' scientific thinking skills. Universities should prepare
students to be able to make judgements in their working lives based
on scientific evidence. However, an understanding of how these
thinking skills can be developed is limited. This book introduces a
new broad theory of scientific thinking for higher education; in
doing so, redefining higher-order thinking abilities as scientific
thinking skills. This includes critical thinking and understanding
the basics of science, epistemic maturity, research and
evidence-based reasoning skills and contextual understanding. The
editors and contributors discuss how this concept can be redefined,
as well as the challenges educators and students may face when
attempting to teach and learn these skills. This edited collection
will be of interest to students and scholars of student scientific
skills and higher-order thinking abilities.
This book examines the learning and development process of
students' scientific thinking skills. Universities should prepare
students to be able to make judgements in their working lives based
on scientific evidence. However, an understanding of how these
thinking skills can be developed is limited. This book introduces a
new broad theory of scientific thinking for higher education; in
doing so, redefining higher-order thinking abilities as scientific
thinking skills. This includes critical thinking and understanding
the basics of science, epistemic maturity, research and
evidence-based reasoning skills and contextual understanding. The
editors and contributors discuss how this concept can be redefined,
as well as the challenges educators and students may face when
attempting to teach and learn these skills. This edited collection
will be of interest to students and scholars of student scientific
skills and higher-order thinking abilities.
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