developing critical and creative thinking: in...
TRANSCRIPT
The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
Developing critical and creative thinking: in science
Developing critical and creative thinking: in science
Developing critical and creative thinking: in science
First published in 2008
Ref: 00054-2008DVD-EN
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Contents
How to use this study unit 2
Introduction 3
What is critical and creative thinking? 5
But I’m just a science teacher… 9
Strategies for developing critical and creative thinking 13
Appendix 1: Elements of critical and creative thinking in existing materials 32
Appendix 2: Thinking words 36
Appendix 3: Task 12 Full Moon causes car accidents – some prompt questions 37
Appendix 4: Evidence decision maker 38
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How to use this study unit
This study guide offers practical suggestions for you to use in the classroom when considering the teaching of How science works within the department and classroom. All the strategies suggested have been tried and tested by teachers in their classrooms. They draw on both academic research and the experience of practising teachers. You may have looked at Teaching and learning in secondary school materials (DfES 04232004); although there are similarities with these materials, you will find that this unit gives specific advice that will be immediately relevant for use in your science lessons.
Your science consultant can help you work through this unit or you could pair with a colleague who also wishes to enhance the progress of pupils. This way of working will build capacity within the department and capitalise on peer support.
The unit is structured so that the tasks listed towards the beginning are simple and quick to implement; more challenging activities come towards the end. It contains case studies and tasks for you to undertake, and ‘reflection’ activities which will help you revisit an idea or change your own practice. Practical tips and tasks allow you to consider the advice or try out new techniques in the classroom. The final page invites you to reflect on the experience of having tried out new materials and set some personal targets for the future. You can work through the materials in several ways:
● Start small – choose one class to work with. Ask another teacher or your subject leader to help by providing a sounding board for your ideas.
● Work with your science consultant on developing and planning your approach to creating a progress culture. After three weeks meet together to review how it is going. Discuss which strategies have been most effective with one class and plan how to use this with other classes.
● Find another science teacher to pair with and team teach. Design the activities together and divide the teacher’s role between you.
● Work with a group of teachers in the department. Use the unit as a focus for joint working, meet regularly to share ideas and then review progress after a few weeks.
● Identify the sections of the unit that are most appropriate for you and focus on those.
You may find it helpful to keep a journal of events. For some tasks you may want to make a video recording of yourself in action so you can make a realistic appraisal of your performance. You could add this, along with any other notes and planning that you do as you work your way through the unit, to your continuing professional development (CPD) portfolio.
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Introduction
Recent research1 about pupils’ perceptions and attitudes reveals that many agree that science is important for society and for making a positive contribution to everyday lives. However, this same positive view is not reflected in their perceptions of school science. Many pupils feel that science lessons are content heavy with transmissive pedagogy. Some felt much of the science curriculum was irrelevant, aimed mainly at preparing students for a career in scientific research at university. These concerns are echoed by employers.
‘Science in schools is dull. It bears no resemblance to what goes on in the real world … Here science is incredibly creative, there’s lots of problem solving that goes on, and there’s none of that in school science.’
‘Engineers need to be creative and innovative in solving problems.’ Work related learning in science (2006), University of Warwick
‘The key thing is thinking ability and problem solving.’ Leading petrochemical company, Work related learning in science (2006), University of Warwick
Critical and creative thinking underpin the new programmes of study at Key Stage 3 and Key Stage 4.
‘By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills the curriculum should enable pupils to think creatively and critically to solve problems and to make a difference for the better.’
National Curriculum Handbook p11–12
Pupils who are critical and creative thinkers will be prepared for a rapidly changing world where they may have to adapt to several careers in a lifetime. Many employers want people who can see connections, have bright ideas, are innovative and are able to solve problems. Good critical and creative thinking abilities provide pupils with the tools needed for independent and life-long learning.
Helping pupils improve the skills of critical and creative thinking cannot be a ‘bolt-on’ activity but should permeate each lesson. Teachers should structure activities that build on pupils’ abilities, interests and experiences. This creates opportunities for pupils to develop these skills in a ‘safe’ environment where they feel able to take risks. 1 Different Countries, Same Science Classes: Students’ experiences of school science in their own words by Terry Lyons International Journal of Science Education Vol. 28, No. 6, 12 May 2006, pp. 591–613; also The Relevance of Science Education Project (ROSE) in England: a summary of findings by E.W Jenkins and R.G Pell, Centre for Studies in Science and Mathematics Education, University of Leeds, Leeds LS2 9JT, UK
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The goal of incorporating critical and creative thinking processes into lessons is to develop individuals who value knowledge and learning. They are able and willing to think for themselves.
Critical and creative thinking are interrelated and complementary aspects of thinking that are combinations of abilities, knowledge, values, attitudes, skills and processes.
Critical thinking could be described as reasonable, reflective, responsible and skilful thinking that is focused on deciding what to believe or do. A person who thinks critically can ask appropriate questions, efficiently gather and sort relevant information, reason logically from this information and come to reliable and trustworthy conclusions about the world. It is an important part of analytical ability.
Creative thinking is generally considered to be involved with the creation or generation of ideas, processes, experiences or objects. It is sometimes thought that creative people are rare and that creativity involves some unusual talents. There are people with exceptional creative talent who need to be nurtured. However, everyone is capable of creative thinking in different areas of activity if the conditions are right and they have the relevant knowledge and skills.
This booklet is one of four study guides that are provided as part of a suite of materials to increase the number of pupils who reach L6+ at Key Stage 3 and A*/ B at Key Stage 4. The four booklets are:
● Talking science pedagogy
● Creating a progress culture
● Going for gold: securing attainment
● Developing critical and creative thinking: in science.
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What is critical and creative thinking?
Task 1: What is critical and creative thinking?
With a colleague, or as a department, use the quotes below to help you discuss what is meant by critical and creative thinking.
The definitions offered are meant only as a stimulus to the discussion.
It is important that the department has an agreement on what these terms mean.
Critical thinking
Critical thinking is applying well-known criteria to a problem, turning the handle and producing an answer
What do you think? Critical thinking is when you balance everything in question to reach a judgement
Critical thinking is when you set out to find faults
Critical thinking is when you examine the ‘item’ in question to find its good and bad points
Creative thinking
Creative thinking happens when you come up with something no-one else has ever thought about
What do you think? Creative thinking is about linking existing ideas together to form a new idea
Creative thinking is finding a new application of existing knowledge and understanding
Creative thinking is being inventive, expressive and showing imagination as well as routine skills
le Penseur, Auguste RODIN, S. 1295, bronze, 180 x 98 x 145 cm, Jerome Manoukian, Musee Rodin, Paris.
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Science teachers are generally more at ease with critical thinking because it is closely linked with the analysis and evaluation of data. Indeed many people do not associate science with creativity and creative thinking although scientists:
● create new products;
● solve problems;
● create models to help explain phenomena.
Science is often taught in a very structured and organised way which can leave little room for creativity.
In the publication All our futures: Creativity, culture and education (DfEE 2001) creativity is broken down into four characteristics.
● Thinking or behaving imaginatively.
● Purposeful imagination – the imaginative activity is aimed at achieving an objective.
● Originality – pupils have ideas that are new to them.
● Outcome of value – this is where critical thinking is important as pupils need to judge the value of what they and others have done.
This is an interesting starting point. While imagination is a key part of creativity, it must have some purpose – imagination without purpose is not creativity.
Originality in science could be the discovery of a new scientific principle but this is unlikely in the classroom. However, when teachers help pupils to tackle questions, solve problems and have ideas new to them this is creative behaviour.
Imaginative activity with a purpose is only creative if it has value in relation to its purpose. There are many instances of this type of tension in science. Pupils need to explore the moral and ethical implications of scientific and technological developments.
There is no consensus on a definition of critical thinking. However, Ennis (1987) 2
describes it as ‘reasonable, reflective thinking that is focused on what to believe or do’. Most definitions suggest the process is:
● active;
● persistent and careful, i.e. not jumping to conclusions;
● about reasoning, and evaluating reasoning.
2 Ennis, R. H. (1987) A Taxonomy of Critical Thinking Dispositions and Abilities
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Task 2: Two sides of the same coin?
Draw two large overlapping circles (Venn diagram).
Both Creative Critical
Copy and cut up the characteristics below. Decide if the characteristics belong to pupils who are thinking creatively, critically or both.
enquiring and analytical mind proposes new ideas when something captures their imagination
generalises and identifies patterns makes connections between different areas
shows perception and intuition not satisfied with simple explanations and readily identifies inconsistencies in them
thinks logically ingenuity
thinks divergently creates ideas for change
needs logical proof imaginative
visualises a concept a problem solver
motivated when dealing with abstract concepts and links them together in creative ways
uses ordered thinking to enable him/ her to wonder and ask pertinent questions
a deep desire to understand how and why things are
determination to process information to find answers
makes choices good evaluation skills
judges evidence seeks validity in reports
produces multiple solutions responds to serendipity
keen observation skills
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The aim of the exercise is not to find a definitive answer but to think more deeply about how closely the two are intertwined. While critical thinking and analysis is readily seen as an important skill in science few teachers will have considered the creative thinking aspect of this.
Although critical and creative thinking can contribute to problem solving they are not the same thing. Not all problems call for creative solutions and not all creative thinking is about solving problems although it needs to have an outcome of value.
The new National Curriculum 2007 places a strong emphasis on the development of skills for life and work. The framework for personal, learning and thinking skills3 has been built into the curriculum.
Appendix 1 contains lists of critical and creative thinking skills from three areas:
● How science works ;
● Secondary National Strategy Leading in learning materials (DfES 0035-2005G);
● Personal, learning and thinking skills
These are offered in three columns as a possible result of using the approach in task 2.
3 Personal, learning and thinking skills framework (PLTS) has six areas: Independent enquirers, Creative thinkers, Reflective learners, Team workers, Self-managers and Effective participators. www.qca.org.uk
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But I’m just a science teacher…
There are many pupils who think that they only need to learn about science if they are going to be a scientist. For many pupils ‘a scientist’ is still viewed as that narrow stereotypical model of a mad, male professor in a white coat.
The purpose of How science works is not about teaching pupils to be scientists. It is about developing flexible problem solvers and good critical and creative thinkers. While it is important that scientists have these skills they are not exclusive to scientists. If more pupils understood this distinction then they would see the wider relevance of their science lessons in developing transferable skills.
Creativity is most effective when it is developed and adopted by the whole department. Through science many of the skills that underpin creativity can be taught, such as questioning, challenging, making connections, keeping options open and problem solving.
The new programmes of study and the attainment targets have a clear focus on the importance of critical and creative thinking.
‘Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought’
Importance of science QCA National Curriculum
Task 3: Explicit or implicit?
Look at a copy of the new science programme of study: Key Stage 34 which includes the attainment targets.
Highlight in one colour where creative thinking is explicit or implicit. Repeat using a different colour for critical thinking.
Try this for your Key Stage 4 examination specification.
4 See www.qua.org.uk/curriculum
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Task 4: What happens in my classroom?
Use the list in appendix 1 and find the area with which you are most familiar. Choose up to three of the skills.
Over the next two weeks keep a record of which pupils, in which lessons, 1. demonstrated these skills.
Consider whether the task, context or organisation of the lesson made a 2. difference.
Consider if there were missed opportunities for pupils to develop/demonstrate 3. these skills.
Building opportunities into lessons for pupils to develop these skills is important. In many instances this requires some changes in approach rather than rewriting lesson plans and finding new resources. For example, a typical Year 7 lesson on change of state sees pupils melting an ice cube, taking the temperature and drawing a graph. Pupils could be asked to work in pairs to find an explanation for the graph and then to evaluate each other’s explanations.
Task 5: Identifying the opportunities in a lesson
Use one of your lesson plans or the outline lesson plan below on the medicinal use of illegal drugs.
Working with a colleague, or as a department, identify opportunities within this lesson for the development of creative thinking skills and critical thinking skills.
Use appendix 1 to identify which particular aspects of the skills could be developed.
Devise a learning objective for this lesson that would develop one of the aspects identified.
Outline lesson plan: medicinal use of illegal drugs
How science works focus
1b How interpretation of data, using creative thought, provides evidence to test ideas and develop theories
Breadth of study context
5e Human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs and by medical treatments
Learning objective(s) To develop a balanced argument for or against the use of illegal drugs in medical treatment
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Planned sequence of Starter activities, including Discussion using a newspaper article or clip from a starter and plenary media report on use of cannabis as a treatment for MS
Describe the purpose of each activity in the teaching sequence
Main activity Provide pupils with a few suitable websites and/or articles which will provide a range of evidence about the use of cannabis
Legislation – why is it illegal? ●
Effects of cannabis on the body ●
Statistics on misuse of cannabis ●
Research on the use of cannabis in medical ●
treatments
Statistics on the use of cannabis in medical ●
treatments
Class to have a quick vote on those for and against. Split into groups accordingly
Time to prepare arguments with the evidence to back it up
Debate on the issues
Plenary Draw an imaginary line the length of the classroom with the ends of the line representing the two extremes of the argument. Pupils have to choose and justify their position on the line based on the ideas presented
Significant or uncommon resources
Access to ICT facilities and suitable websites that have been agreed with the ICT technician as available and not blocked
Any particular advice or instructions for the teacher
Maintain a balanced argument throughout
Ensure pupils are familiar with the process of argumentation and debate5
Other notes
Opportunities to develop critical and creative thinking need to be planned into the scheme of work. The rest of the guide provides a range of ways for doing this. It may be as simple as planning in some open questions or increasing the amount of discussion time. You may decide to introduce some different activities. 5 Osbourne, J. Eduran, S and Simon, S (2004) Ideas, Evidence and Argument in Science (IDEAS) Project, King’s College, London
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Task 6: Identifying the opportunities in your scheme of work
Consider a module of work, either at Key Stage 3 or Key Stage 4, and use the grid below to see where the individual lessons may be located. If the whole department is involved in this activity different pairs of teachers can analyse different modules to give a key stage overview.
Do some of the lessons need to be adjusted so that the students can experience, practise, improve and engage with the skills associated with critical and creative thinking?
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Not much of …
Not much of …
Lots of …
Lots of … Creative thinking
Critical thinking
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Strategies for developing critical and creative thinking
Critical and creative thinking is fostered in classrooms that:
● focus on inquiry teaching;
● encourage questioning and use open-ended questions to challenge;
● deal with controversies thereby encouraging discussion, debate and discourse;
● bring students in to contact with real world problem solving;
● allow pupils to take risks, make connections and see relationships;
● allow for quiet reflection;
● make the most of unexpected events;
● allow pupils to ’take a lead’;
● help pupils to develop criteria to make informed judgements;
● help pupils value different ways of working;
● give opportunities to explore ideas, keep options open and envisage what might be.
Once opportunities have been identified in lessons, teachers need to identify strategies that can help foster critical and creative thinking. Examples include:
● using the vocabulary of critical thinking themselves. For example, asking questions such as ‘What can you infer about the effects of acid rain on sedimentary rocks?’;
● involving students in role-plays or simulations of historical events where people held conflicting views. For example, the 1926 symposium on continental drift;
● organising for ‘structured controversy’. This involves students in discussions and debates which address more than one side of an issue and require students to back arguments with evidence and reference to consequences;
● encouraging students to recognise when material presented in texts, films etc. over-simplifies or distorts reality;
● asking students to watch television programmes or read newspaper articles which express different viewpoints, then analyse the relative strengths and weaknesses of the arguments, including possible motivation of the authors;
● asking students questions with multiple answers or several equally correct answers and discussing if there is a ‘right’ answer;
● asking students to solve a real-life problem where there is a possibility of more than one adequate solution and where several different types of information are required. For example, construction of a wind farm at a site of special scientific importance.
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Reflection
Appendix 2 contains a list of thinking words. Which of these words do you use regularly with pupils? How confident are you that pupils know what they mean? Are there any words that are key to critical and creative thinking that you don’t use with pupils?
Most pupils do not have the vocabulary needed for critical and creative thinking or may use the words without clarity of meaning. Think of all the pupils who have written for their evaluation: ‘I could of done it better!’
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Strategies to try
Living graphs and fortune lines Living graphs and fortune lines relate to graphical representation. Both require pupils to think about how one variable relates to another and moves them from the world of plotting points and reading off values.
In ‘Living graphs’ a line graph is presented together with a set of related statements. Pupils have to position the statements on the graph and give reasons to justify their decisions. They are encouraged to suggest hypotheses and to give reasons for opinions or deductions based on what they think the graph represents. It reinforces the importance of explanation and reasoning and encourages pupils to realise that a variety of answers may be possible.
‘Fortune lines’ start with a narrative and use the plotting of points as a route to explore meaning. Pupils are asked to suggest a scale and then to plot the fortunes or emotions of one or more individuals over a sequence of episodes in time, then to justify their decisions.
This is an example of a fortune line from a religious education lesson about how Peter, Mary and Judas might have felt during the death of Jesus.
Events
Very happy
Judas
Mary
Peter
Very unhappy
Feelings
The
last
sup
per
Juda
s’ ki
ss
Arr
est
Tria
ls
Moc
king
Cruc
i�xi
on
Buria
l
Resu
rrec
tion
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Task 7: Living graphs
Reproduce the graph below on A3 sheets. Pupils work in small groups and use the cards in table A to tell the story for the graph shape below. There are two possible scenarios to try. The blank cards can be used by pupils to add their own suggestions.
Small groups can then join together to critically assess, evaluate, agree or disagree with the inferences that have been made.
Time
V e l o c i t y
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Table A. These cards should be copied and cut up and attached to the graph at appropriate points to tell a ‘possible story’ for that graph.
Scenario 1 Scenario 2
The pull of gravity is much stronger than any air resistance.
There is a sudden increase in air resistance.
A dog runs out in front of the car.
This section of road has a 60mph speed restriction.
The sky diver The sky diver It is 8.30 in the The driving force reaches a top jumps out of the morning. equals the drag speed of plane. forces. 45m/s.
The sky diver The first parachute The driver is late The mobile practises fails to open for work. phone rings. free-fall properly. acrobatics.
The sky diver is The sky diver has The traffic light There is an travelling at a to avoid a huge changes from accident on a constant flock of birds. red and amber busy route. speed. to green.
The wind is The sky diver hits The route goes Police are at the stronger than the ground. past a local side of the road predicted. nursery school. with a mobile
speed camera.
Task 8: Fortune lines
Read through the story below or use your own version. Ask pupils to plot/chart how they think the people closely linked to this story felt at each stage.
Edward Jenner (in red) ●
James Phipps (in green) ●
Mrs Phipps, the mother of James (in blue). ●
Pupils can compare and justify their lines with another group.
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Edward Jenner vaccinates against smallpox (1796) Jenner: Smallpox is stemmed, Robert Thom, American, (Grand Rapids, MI, 1915–1979, Michigan), oil on canvas, 102.87cm x 83.82cm (40½in. x 33in.), Collection of the University of Michigan Health System, Gift of Pfizer inc. UMHS. 23.
Infectious diseases can spread easily from one person to another. Just over 200 years ago many people, mainly infants and young children, died from a disease called smallpox.
1. Edward Jenner, a British doctor, noticed that milkmaids who often caught a mild disease called cowpox never seemed to catch the deadly disease smallpox.
2. He decided to do some experiments to test his ideas of how to prevent someone from catching the deadly smallpox.
3. He took some pus from a scab on the arm of a milkmaid who had cowpox.
4. He scratched this cowpox pus into the arm of a young boy called James Phipps.
5. James caught cowpox, and was ill for a while, but soon he was well again.
6. Jenner then took some smallpox pus from a dying victim of the deadly disease.
7. The doctor then scratched this deadly pus into the arm of James Phipps.
8. James did not catch the deadly smallpox disease.
9. Jenner was the first person to discover that people can be protected from one deadly disease by vaccinating them with germs from another related disease that is not deadly.
10. His work saved many lives and led others to develop vaccines.
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Feelings
1 2 3 4 5 6 7 8 9 10
Time
Role-play and debate Teachers can foster critical and creative thinking by involving students in role-play or simulations of historical events where people held conflicting views. In this example, the Scopes trial in 1925 debated the issues around teaching only creationism as an explanation for the existence of life on Earth.
This structured controversy will involve students in discussions and debates which tackle more than one side of an issue and requires them to back arguments with evidence and reference to consequences. There is a wealth of research materials available on the Internet to provide the background to the trial. A book about the trial, Inherit the Wind by Jerome Lawrence and Robert Edwin Lee, was made into a film of the same name in 1960. The DVD of the film is readily available and could be used as a stimulus for discussion about the issues raised.
Task 9: Role-play and debate
Compare the two lesson plans for the Scopes trial below.
How could you incorporate more critical or creative thinking into lesson 1?
What would you need to do to ensure that lesson 2 was successful?
Sample lesson plan 1: The Scopes trial Starter activity
● The teacher provides an explanation of the background to the Scopes trial in 1925.
● Pupils are given a brief written background on the trial. There are several websites with student-friendly information:
www.law.umkc.edu/faculty/projects/ftrials/scopes/evolut.htm
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www.bradburyac.mistral.co.uk/tennesse.html
http://en.wikipedia.org/wiki/Scopes_Trial
http://xroads.virginia.edu/~ug97/inherit/1925home.html
● Pupils read through the information and answer the following questions.
– Where and when did the Scopes trial take place? – Who was John Scopes? – What was the trial about? – Who were the main opponents in the trial?
Main activity
● Ask pupils to feed back their answers to the set questions.
● Explain that the main task is to write a brief paragraph about the reason for the trial, the key events of the trial and the outcome of the trial.
● Ask a few of the students to read out one of the paragraphs.
Plenary activity
● Remind pupils of the key arguments of the trial and ask the following questions.
– What was the verdict at the end of the trial? – What happened to William Jennings Bryan shortly after the trial finished? – What happened to the verdict a year later? – Do you agree with the verdict? Explain your answer.
Sample lesson plan 2: The Scopes trial Starter activity
● Watch selected clips from the DVD Inherit the Wind (MGM, 1960, Spencer Tracy). This is a black and white film readily available at a budget price.
● Ask pupils to work in pairs to write down three key points from the clips they have watched.
● Pupils now share these key points with another pair. Are there points of agreement? What are the differences? Can they explain why the specific key points were selected?
Main activity
● Provide pupils with a brief written background on the trial (see lesson plan 1 above).
● Divide the class into three groups. Explain that their task will be to role-play what arguments might be used if a similar trial were held today. The emphasis should be on using valid scientific arguments, countering arguments from the opposing view and explaining why each argument was selected. One group will enact the opening statements from each side; a second group will enact questions the prosecution and defence teams might ask of their opponents. The final group should prepare and enact the closing arguments to support each side of the case. Pupils representing the prosecution and defence can meet briefly to agree on the arguments/points they would make in each section of the trial.
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● Each group enacts their section of the trial.
Plenary activity
● Pupils work in pairs to select the arguments for and against evolution which they believe are the strongest arguments used in the mock trial.
● Pupils share these arguments with another pair and then another group of four students.
● Take feedback from each group of four or eight and ask them to justify their selection of the strongest arguments.
As well as consulting your English and humanities departments, help for setting up a debate can be found at:
www.planet-science.com/sciteach/debating/index.html
www.wsjclassroomedition.com/pdfs/wkst_debate.pdf
Concept cartoons TM
Concept cartoons TM are cartoon-style drawings that offer a range of viewpoints about the science in everyday situations. This new way of looking at a situation can make it problematic and provide a stimulus for discussion and developing ideas further.
The faster we go the more energy
the car uses.
The car uses fuel, not
energy.
The wheels make energy from the fuel.
They are available from the Association for Science Education or from the Internet (www.conceptcartoons.com) and can be used or adapted in a variety of ways. For example, asking pupils to devise their own cartoons can stimulate creative thinking; discussing alternative viewpoints can develop critical thinking.
Disassemble If we take a question like ‘How many uses can you think of for a biro?’ most people would think of perhaps four or five. If we disassemble the biro into its constituent parts, or characteristics, and think of uses for each part then the possibilities are increased. Examples might include:
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● hollow tube – straw for drinking; musical instrument; pea shooter; walkway in ant farm and so on;
● spring – conductor in a circuit; piece of jewellery; fixing to hold paper together; unwound and used to clean small pores in shower heads and so on;
● transparent case – glue together and make a window for a doll’s house; insert light-emitting diodes to make a Christmas decoration; aquarium for a pet water flea and so on.
Task 10: Disassembling
Model the process for pupils. Let them try one of the following.
Make ‘flubber’ ● 6 using borax and PVA glue.
Make ‘slime’. ● 7
Grow crystals. ●
Use disassembling to think about creative uses for the product.
Link this to the discovery of celluloid which was originally used for replacing ivory in the production of billiard balls and then was found to have many other applications. Another example is the way that ‘sticky notes’ were created.
Using thinking grids and organisers There are many examples of concept maps, mind maps and graphic organisers that can be used to structure pupils' critical and creative thought processes. A few examples are given below.
a) Morphological analysis
Features are listed as column headings and variations are listed in the columns. For example, this table lists some features of a torch and identifies some possible variations.
Power supply Bulb type Light intensity Size
Battery
Mains/ rechargeable
Fuel cell
Halogen
Energy saving
Coloured
Low
Medium
High
Variable
Hand held – small
Medium
Large
Combinations are then selected from each column (randomly or otherwise) to create a new mixture of components which pupils then evaluate or think of a purpose for. For example, a large torch that uses a fuel cell, energy saving bulb and variable light intensity could be used in the African bush.
Pupils could use this technique when designing an organism to live on another planet.
6 Instructions for making Flubber can be found at www.muddlepuddle.co.uk/Science/Kitchenscience.htm 5 Instructions for making Slime can be found at www.nclark.net/ChemistryRecipes.pdf
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 23 Developing critical and creative thinking: in science
b) PMI analysis Pupils discuss and agree the positives, minuses and interesting aspects about an object, e.g. glass umbrella; wooden coffee mug or issue e.g. human cloning; staging the Olympics on the Moon in 2200.
Positives Minuses Interesting aspects
c) Similarities and differences
Pupils discuss and agree the similarities and differences between examples such as:
● an electric circuit and a flowing river (to decide if it is a good model/analogy).
● a euglena, plant and animal cells (to decide what euglena should be classified as).
● natural selection, artificial selection and genetic modification.
This could be investigated using a Venn diagram or organiser similar to the one below.
Different Different
Same River Circuit
d) SWOT analysis Pupils discuss the strengths, opportunities, weaknesses or threats of a scientific development or issue, for example, irradiated food.
Strengths Opportunities
Weaknesses Threats
© Crown copyright 2008 00054-2008DVD-EN
24 The National Strategies | Secondary Developing critical and creative thinking: in science
e) Risks, benefits, consequences grid Pupils discuss the risks, benefits and consequences of a scientific development or issue, for example, organ transplantation, space exploration or stem cell technology.
Risks Benefits Consequences
Task 11: Use a ‘thinking’ grid
Decide on an appropriate grid to use with one of your classes. If they have not used one before model the process using a simple everyday context.
At the end of the lesson discuss with pupils whether they found this a useful tool or not, and why.
Build up a range of these grids so that pupils can select the most appropriate one for their needs.
Top tip
Talk to other departments to see what types of grids they already use that pupils could apply to science lessons.
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 25 Developing critical and creative thinking: in science
Recognising the pitfalls The table below outlines a few common pitfalls on the way to becoming a good critical thinker.
Pitfall Definition Example Tip
Selective thinking Tend to only take Pupils only look for Evaluate all evidence and bias notice of things that sources of evidence before making a
confirm your belief that confirm their judgement viewpoint or prediction
Ignorance Lack of background knowledge to make an informed judgement
Making judgements about issues such as GM crops on limited information and understanding
Make appropriate knowledge available
Emotive subject Use of words intentionally to arouse feelings
A discussion on animal experimentation
Learn to recognise and distinguish the emotive content of language
False implication Language that is clear and accurate but actually suggests something false
Dairy products express fat content as a percentage of weight, not calories: for example, 2% low fat milk (weight) becomes 31% (when expressed as a percentage of calories)
Make pupils aware of how statistics can be presented in a biased way
Biased reporting Published research that only reports positive and not negative effects
An advert that states that research shows the product had beneficial effects on health but not other research that shows no benefit from the same product
Check for other research evidence
Check how well the ‘positive’ research was conducted
Making Articles that lack Accepting ideas and Evaluate the logic in assumptions detail but are cleverly evidence written by the argument
phrased or written by ‘scientists’ as true presented and how ‘experts’ different scientists
often disagree
© Crown copyright 2008 00054-2008DVD-EN
26 The National Strategies | Secondary Developing critical and creative thinking: in science
Task 12: Developing your critical thinking
Work with a colleague on the article below. Critically evaluate what has been written. Are any of the pitfalls present?
Discuss how you would model the process for pupils.
Full Moon causes car accidents Car accidents occur 14% more often on The company, which an international average during a full Moon than a new Bank agreed to buy in June, speculated Moon according to a study of three that Eastern philosophical concepts of million car policies by a well known yin and yang may explain the accident insurance company. rate. It cited feng shui expert Pauline Yip,
saying that the full Moon radiates more The data show a rise in all types of of the Sun’s yang energy onto the Earth accidents involving single and multiple making people aggressive and impatient. cars, the company said in a press release
today. The next full Moon will be The insurer said it will not be changing tomorrow night. its underwriting criteria to take the full
Moon into account. ‘We know the Moon is a strong source of energy as it affects the tides and weather patterns but we are surprised by this bizarre trend,’ Stuart Henfield, head of car insurance at this company, said today.
Appendix 3 contains some comments about the article that you might like to refer to.
After modelling the process for pupils, give different groups articles to read and critically evaluate and list the questions they would need to ask.
Appendix 4 contains an ‘evidence decision maker’ that pupils might find helpful in the task.
Task 13: Helping pupils to progress
The grid below shows some steps in developing reasoning and evaluation skills and suggests activities to help pupils progress. Read this and then work with a colleague to complete the similar sheet for developing creative thinking on p 31.
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 27 Developing critical and creative thinking: in science
Way
s to
mak
e pr
ogre
ss in
the
thin
king
are
as o
f rea
soni
ng a
nd e
valu
atio
n
Thin
king
are
a Re
ason
ing
Thin
king
skill
G
etti
ng st
arte
d A
ctiv
ity
to m
ove
stud
ent o
n O
n th
e w
ay
Act
ivit
y to
mov
e st
uden
t on
Beco
min
g se
cure
Giv
e re
ason
s for
opin
ions
and
actio
ns
Stat
e a
reas
on fo
r an
opin
ion
or a
ctio
n
Exam
ple:
Show
the
stud
ents
som
e ord
inar
y ba
tter
ies a
nd so
me
rech
arge
able
bat
terie
s and
as
k the
m w
hich
they
wou
ld
choo
se fo
r a re
mot
e con
trol
Ask
the
stud
ent t
o te
llyo
u w
hat t
hey
cons
ider
ed in
reac
hing
th
eir o
pini
on
Exam
ple:
Ask
the s
tude
nt
to co
mpl
ete t
he se
nten
ce
‘I cho
se th
is ty
pe o
f ba
tter
y for
this
part
icul
ar
use b
ecau
se …
’
Expl
ain
why
they
ha
ve re
ache
d th
at
opin
ion
or c
arrie
dou
t the
ir ac
tion
Ask
the
stud
ent t
o ta
lk y
ou
thro
ugh
the
step
s the
y to
ok in
re
achi
ng th
eir o
pini
on
Exam
ple:
Ask
the s
tude
nt to
ex
plai
n to
you
wha
t dat
a th
ey
thou
ght t
hey n
eede
d to
ans
wer
th
e que
stio
n ‘A
re re
char
geab
le
batt
erie
s bet
ter f
or th
e en
viro
nmen
t?’, w
here
they
foun
d it
and
wha
t the
y did
with
it to
co
me t
o th
eir fi
nal d
ecisi
on
Expl
ain
the
proc
ess
of re
achi
ng th
eir
opin
ion
or c
arry
ing
out t
heir
actio
n
Dra
w in
fere
nces
and
dedu
ctio
ns
Stat
e on
e or
two
rele
vant
po
ints
Exam
ple:
In th
e disc
ussio
n on
the u
se o
f ene
rgy i
t is
wid
ely a
ccep
ted
that
the
wor
ld ca
nnot
carr
y on
usin
g fo
ssil f
uels
in th
e way
w
e hav
e in
the p
ast
The s
tude
nts m
ay w
ell
stat
e tha
t we m
ustfi
nd
alte
rnat
ive s
ourc
es o
f en
ergy
Ask
the
stud
ent t
o te
llyo
u w
hat t
hey
thou
ght
abou
t whe
n th
ey
cons
ider
ed th
eir c
hose
npo
ints
Exam
ple:
Ask
the s
tude
nt
to te
ll you
abo
ut th
e re
lativ
e lik
ely c
osts
of t
heal
tern
ativ
e sou
rces
of
ener
gy a
nd th
eir e
ff ect
on
the e
nviro
nmen
t
Can
sele
ct se
vera
lre
leva
nt p
oint
s and
ex
plai
n w
hy th
ey
have
bee
n ch
osen
Usi
ng th
e st
uden
t’s in
fere
nce/
dedu
ctio
n di
scus
s how
the
data
co
uld
be u
sed
to co
me
to a
n al
tern
ativ
e vi
ew
Exam
ple:
Ask
the s
tude
nt to
now
carr
y out
the t
ask o
f fi nd
ing
alte
rnat
ive e
nerg
y sou
rces
for a
ra
nge o
f diff
eren
t cou
ntrie
s with
ve
ry d
iff er
ent e
nviro
nmen
ts
Can
prop
ose
seve
ral a
ltern
ativ
e vi
ewpo
ints
eac
h of
w
hich
they
can
defe
nd
© Crown copyright 2008 00054-2008DVD-EN
28 The National Strategies | Secondary Developing critical and creative thinking: in science
Thin
king
are
a Re
ason
ing
Thin
king
skill
G
etti
ng st
arte
d A
ctiv
ity
to m
ove
stud
ent o
n O
n th
e w
ay
Act
ivit
y to
mov
e st
uden
t on
Beco
min
g se
cure
Mak
e in
form
ed
judg
emen
ts a
nd
deci
sion
s
Stat
e a
piec
e of
evi
denc
e to
supp
ort t
heir
judg
emen
t
Exam
ple:
In d
iscus
sions
abou
t was
hing
up
liqui
ds
the s
tude
nt sa
ys th
at b
rand
X
is us
ed a
t hom
e bec
ause
th
e adv
erts
supp
ort i
t
Ask
the
stud
ent t
o te
lly o
u ho
w th
eypr
iorit
ised
in re
achi
ngth
eir d
ecisi
on
Exam
ple:
Ask
the s
tude
nt
to ta
lk a
bout
the c
ost o
f th
e pro
duct
and
its
clea
ning
effe
ct
Expl
ain,
usi
ng a
t l e
ast t
wo
piec
es o
f su
ppor
tive
evid
ence
, why
they
have
reac
hed
the
judg
emen
t
Usi
ng th
e st
uden
t’s e
vide
nce
ask
her/
him
to e
xpla
in h
ow
impo
rtan
t eac
h pi
ece
is
Exam
ple:
Ask
the s
tude
nt to
giv
e w
eigh
tings
to ea
ch p
iece
of t
he
deci
sion
mak
ing
proc
ess,
i.e. c
ost,
eff ec
tiven
ess,
eff ec
t on
envi
ronm
ent,
etc.
Expl
ain
clea
rly,
u sin
g al
l the
pro
san
d co
ns, h
ow th
eyha
ve w
eigh
ed u
p th
e ev
iden
ce a
nd
arriv
ed a
t the
ir ju
dgem
ent
Expl
ain
wha
tth
ey th
ink
Say
wha
t the
y th
ink
with
a
reas
on
Exam
ple:
In a
disc
ussio
n ab
out w
ays o
f get
ting
to
scho
ol a
stud
ent m
ay sa
y th
at 4
x4 ve
hicl
es sh
ould
be
bann
ed b
ecau
se th
ey
pollu
te th
e atm
osph
ere
Ask
the
stud
ent t
ode
fend
thei
r ide
a us
ing
‘bec
ause
’
Exam
ple:
Ask
the s
tude
nt
to co
mpa
re th
e pol
lutin
g eff
ect o
f a 4
x4 en
gine
to
an o
rdin
ary c
ar en
gine
.Th
en a
sk a
bout
the f
uel
cons
umpt
ion
of d
iff er
ent
form
s of t
rans
port
Say
wha
t the
y th
ink
with
reas
ons a
nd b
y us
ing
supp
ortiv
e ev
iden
ce
Ask
the
stud
ent t
o te
ll yo
u ab
out t
he ‘a
ccep
ted
idea
s’ th
ey
have
con
side
red
in b
uild
ing
upth
eir e
vide
nce
Exam
ple:
Ask
the s
tude
nts t
oco
mpa
re th
e wid
er im
plic
atio
ns
of u
sing
diff e
rent
form
s of
trans
port
to g
et to
scho
ol in
ad
ditio
n to
pol
lutio
n, e.
g. so
cial
he
alth
, env
ironm
enta
l, eco
nom
ic
Use
a w
ider
ba
ckgr
ound
kn
owle
dge
to sa
y w
hat t
hey
thin
k an
d ex
plai
n th
eir
choi
ce o
fsu
ppor
tive
evid
ence
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 29 Developing critical and creative thinking: in science
Thin
king
are
a Ev
alua
tion
Thin
king
skill
G
etti
ng st
arte
d A
ctiv
ity
to m
ove
stud
ent o
n O
n th
e w
ay
Act
ivit
y to
mov
e st
uden
t on
Beco
min
g se
cure
Eval
uate
in
form
atio
n Ca
n sa
y, si
mpl
y, h
ow th
e in
form
atio
n ha
s bee
n of
valu
e
Exam
ple:
A st
uden
t cou
ld
com
men
t on
how
use
ful
they
foun
d th
e new
food
labe
lling
syst
ems.
Ask
the
stud
ent t
oex
plai
n w
hat t
hey
cons
ider
ed in
dec
idin
g w
heth
er th
e in
form
atio
n ha
d so
me
use
Exam
ple:
Ask
the s
tude
nt
to te
ll you
how
the
info
rmat
ion
coul
d be
of
valu
e to
som
eone
tryi
ngto
cut d
own
on th
eir s
alt
inta
ke
Can
expl
ain
why
t h
e in
form
atio
n is
of so
me
valu
e in
the
part
icul
ar c
ase
Ask
the
stud
ent t
o te
llyo
u a
num
ber o
f ‘te
sts’
they
cou
ldap
ply
to h
elp
deci
de if
the
info
rmat
ion
is o
f an
y va
lue
Exam
ple:
Ask
the
stud
ent t
o te
ll you
how
they
wou
ld co
nvin
ce a
n ov
erw
eigh
t rel
ativ
e,
who
is tr
ying
to lo
se
wei
ght,
of th
e val
ue o
fth
ese n
ew la
bels
Can
appl
y a
rang
e of
crit
eria
s u
ch a
s rel
iabl
e/va
lid/
accu
rate
in o
rder
to ju
dge
the
valu
e of
the
info
rmat
ion
Judg
e th
e va
lue
of w
hat t
hey
read
, hea
r and
do
Abl
e to
stat
e on
e re
ason
in
favo
ur a
nd o
ne re
ason
ag
ains
t
Exam
ple:
In d
iscus
sions
abou
t alte
rnat
ive e
nerg
y re
sour
ces t
he st
uden
t is
able
to st
ate o
ne re
ason
in
favo
ur o
f win
d fa
rms a
nd
one a
gain
st
Ask
the
stud
ent t
o te
llyo
u ho
w th
ey w
ould
prio
ritis
e th
eir r
easo
ns
agai
nst t
he g
iven
cr
iteria
Exam
ple:
Ask
the s
tude
nt
to lis
t the
des
ired
requ
irem
ents
of a
nal
tern
ativ
e ene
rgy s
ourc
e an
d th
en co
mpa
re th
e ch
arac
teris
tics o
f the
w
ind
farm
app
roac
h to
th
at lis
t
Abl
e to
com
pare
th
e ‘it
em’ t
o a
set o
f gi
ven
crite
ria a
nd to
ju
dge
its w
orth
Ask
the
stud
ent t
o te
llyo
u ho
w th
ey c
ould
rank
and
wei
gh a
nyin
form
atio
n/op
inio
ns
Exam
ple:
Ask
the
stud
ent t
o pu
t the
bene
fi ts o
f the
win
d fa
rm in
an
orde
r of
impo
rtan
ce in
rela
tion
to th
e pro
blem
to b
e so
lved
Abl
e to
exp
lain
how
they
ha
ve w
eigh
ted
diff e
rent
pa
rts o
f the
evi
denc
e in
or
der t
o re
ach
thei
r ju
dgem
ent
© Crown copyright 2008 00054-2008DVD-EN
30 The National Strategies | Secondary Developing critical and creative thinking: in science
Thin
king
are
a Ev
alua
tion
Thin
king
skill
G
etti
ng st
arte
d A
ctiv
ity
to m
ove
stud
ent o
n O
n th
e w
ay
Act
ivit
y to
mov
e st
uden
t on
Beco
min
g se
cure
Dev
elop
crit
eria
fo
r jud
ging
the
valu
e of
wor
k or
id
eas
Stat
e on
e cr
iterio
n th
ew
ork/
idea
has
to m
eet
Exam
ple:
Stud
ents
iden
titfy
on
e crit
erio
n th
ey w
ill u
se
to a
sses
s the
mod
el/
anal
ogy t
hey d
evise
d to
expl
ain
chro
mat
ogra
phy.
Ask
the
stud
ent t
o te
llyo
u ho
w th
ey w
ould
judg
e w
heth
er th
e w
ork/
idea
was
of a
ny
use
Exam
ple:
Ask
the
stud
ents
to id
entif
y fu
rthe
r crit
eria
they
coul
d us
e to
asse
ss th
e mod
els/
anal
ogie
s oth
ers d
evise
d to
exp
lain
ch
rom
atog
raph
y.
Abl
e to
dec
ide
on
t wo
or m
ore
crite
ria
in o
rder
to ju
dge
the
valu
e of
the
wor
k/id
ea
Ask
the
stud
ent t
o ta
lkyo
u th
roug
h ho
w th
ey
mig
ht d
ecid
e on
the
mos
t im
port
ant
crite
ria to
cho
ose
Exam
ple:
Ask
the
stud
ent t
o de
cide
if th
e cr
iteria
coul
d be
appl
ied
to o
ther
m
odel
s and
ana
logi
es
and
whe
ther
this
mig
ht
infl u
ence
thei
r dec
ision
.
Abl
e to
cho
ose
from
a ra
nge
o f c
riter
ia th
e m
ost s
uita
ble
to a
pply
whe
n ju
dgin
g th
e va
lue
of th
e w
ork/
idea
(Cop
yrig
ht E
ssex
CC)
show
s one
inte
rpre
tatio
n of
the
diff e
rent
leve
ls o
f eng
agem
ent w
ith th
e th
inki
ng sk
ills,
cham
pion
ed b
y th
e N
atio
nal S
trat
egy
Lead
ing
in le
arni
ng p
roje
ct. T
his d
ocum
ent a
lso
sugg
ests
som
e w
ays i
n w
hich
the
stud
ents
mig
ht b
e m
oved
on
in th
eir d
evel
opm
ent.
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 31 Developing critical and creative thinking: in science
Tabl
e fo
r Tas
k 13
Thin
king
are
a Cr
eati
ve th
inki
ng
Thin
king
skill
G
ettin
g st
arte
d Ac
tivity
to m
ove
pupi
l on
On
the
way
Ac
tivity
to m
ove
pupi
l on
Beco
min
g se
cure
Gen
erat
e an
d ex
tend
id
eas
Hav
ing
been
giv
en a
n id
ea c
an e
xten
d it
sim
ply
in th
e sa
me
cont
ext
Abl
e to
app
ly a
n id
ea
into
a n
ew c
onte
xt
Abl
e to
app
ly se
vera
l co
nnec
ted
idea
s int
o a
new
con
text
Sugg
est h
ypot
hese
s Ca
n su
gges
t a si
mpl
e re
latio
nshi
p be
twee
n ‘it
ems’
stud
ied
infa
mili
ar c
onte
xts
Abl
e to
exp
lain
why
th
ey th
ink
are
latio
nshi
p m
ay e
xist
be
twee
n th
e ‘it
ems’
bein
g st
udie
d in
rang
e of
con
text
s
Abl
e to
use
ba
ckgr
ound
kn
owle
dge
and
unde
rsta
ndin
g to
pr
opos
e re
latio
nshi
ps
betw
een
‘item
s’ in
new
si
tuat
ions
Appl
y im
agin
atio
n A
ble
to p
ropo
se a
no
vel a
ppro
ach
or
inte
rpre
tatio
n
Abl
e to
link
seve
ral
nove
l app
roac
hes o
r in
terp
reta
tions
inre
gard
to th
e si
tuat
ion
Abl
e to
cons
truc
t a
linke
d se
t of
appr
oach
es to
ge
nera
te a
n al
tern
ativ
efr
amew
ork
for
cons
ider
atio
n
Look
for a
ltern
ativ
e in
nova
tive
outc
omes
Ca
n su
gges
t one
al
tern
ativ
e A
ble
to e
xpla
in a
nal
tern
ativ
e ou
tcom
e A
ble
to co
nsid
er th
e po
ssib
le co
nseq
uenc
es
of a
ltern
ativ
eou
tcom
es
© Crown copyright 2008 00054-2008DVD-EN
32 The National Strategies | Secondary Developing critical and creative thinking: in science
Appendix 1: Elements of critical and creative thinking in existing materials
The table below suggests where aspects of critical and creative thinking occur in How science works, Leading in learning and the Personal, learning and thinking skills framework. This table also enables you to see links between the three aspects.
All schools are teaching How science works as part of the Key Stage 4 curriculum. Some schools are familiar with thinking skills from the previous National Curriculum or Leading in learning. Other schools might want to engage with the new Personal, learning and thinking skills framework. It is expected that departments select the one they are most familiar with or would like to develop for task 5.
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 33 Developing critical and creative thinking: in science
Crea
tive
thin
king
Bo
th cr
eati
ve a
nd cr
itic
al th
inki
ng
Crit
ical
thin
king
How
scie
nce w
orks
Q
uest
ioni
ng●
Gen
erat
ion
of●
idea
s
Theo
ries
●
Mod
ellin
g●
Expl
anat
ion
of e
vide
nce
●
Appl
icat
ion
of e
vide
nce
●
Argu
men
t●
Corr
elat
ion
●
Des
ign
of ta
sk●
Hyp
othe
sis/p
redi
ctio
n●
Tech
nica
l fea
sibili
ty/e
thic
s●
Que
stio
ning
●
Rese
arch
and
dat
a ●
colle
ctio
n
Anal
ysis
●
Eval
uatio
n of
evi
denc
e●
Accu
racy
●
Caus
atio
n●
Pe
er re
view
by
indi
vidu
als
●
and
scie
nce
com
mun
ity
Relia
bilit
y●
Risk
ana
lysis
●
Valid
ity●
Five
thin
king
skill
s fro
m N
atio
nal
Curr
icul
um 2
000
Han
dboo
k an
d us
ed in
Se
cond
ary
Nat
iona
l Str
ateg
y Le
adin
g in
le
arni
ng m
ater
ials
Appl
y im
agin
atio
n●
Look
for
●
alte
rnat
ive
inno
vativ
e ou
tcom
es
Gen
erat
e an
d●
exte
nd id
eas
Sugg
est
●
hypo
thes
es
Dev
elop
crit
eria
for j
udgi
ng th
e va
lue
of w
ork
or●
idea
s
Test
con
clus
ions
and
impr
ove
idea
s●
Pred
ict o
utco
mes
and
ant
icip
ate
cons
eque
nces
●
Pose
and
defi
ne p
robl
ems
●
Plan
wha
t to
do a
nd h
ow to
rese
arch
●
Ask
rele
vant
que
stio
ns●
Dra
w in
fere
nces
and
ded
uctio
ns●
Anal
yse
part
/who
le re
latio
nshi
ps
●
Co
mpa
re a
nd c
ontr
ast
●
Sort
and
clas
sify
●
Eval
uate
info
rmat
ion
●
Judg
e th
e va
lue
of w
hat
●
they
read
, hea
r and
do
Mak
e in
form
ed●
judg
emen
ts a
nd d
ecisi
ons
Expl
ain
wha
t the
y th
ink
●
Giv
e re
ason
s for
opi
nion
s ●
and
actio
ns
Sequ
ence
●
Loca
te a
nd co
llect
●
rele
vant
info
rmat
ion
© Crown copyright 2008 00054-2008DVD-EN
34 The National Strategies | Secondary Developing critical and creative thinking: in science
Crea
tive
thin
king
Bo
th cr
eati
ve a
nd cr
itic
al th
inki
ng
Crit
ical
thin
king
Pers
onal
, lear
ning
an
d th
inki
ng sk
ills
Gen
erat
e id
eas
●
and
expl
ore
poss
ibili
ties
Ask
que
stio
ns to
●
exte
nd th
eir
thin
king
Conn
ect o
wn
and
●
othe
rs’ id
eas a
nd
expe
rienc
es in
inve
ntiv
e w
ays
Seek
out
●
chal
leng
es o
r new
re
spon
sibili
ties
and
show
fl e
xibi
lity
whe
n pr
iorit
ies c
hang
e
Iden
tify
ques
tions
to a
nsw
er a
nd p
robl
ems t
o ●
reso
lve
Plan
and
car
ry o
ut re
sear
ch, a
ppre
ciat
ing
the
●
cons
eque
nces
of d
ecisi
ons
Expl
ore
issue
s, ev
ents
or p
robl
ems f
rom
diff
eren
t ●
pers
pect
ives
and
cons
ider
the
infl u
ence
of
circ
umst
ance
s, be
liefs
and
feel
ings
on
deci
sions
an
d ev
ents
Que
stio
n ow
n an
d ot
hers
’ ass
umpt
ions
, try
out
●
alte
rnat
ives
or n
ew so
lutio
ns a
nd fo
llow
idea
sth
roug
h
Adap
t ide
as a
s circ
umst
ance
s cha
nge
asse
ss
●
them
selv
es a
nd o
ther
s, id
entif
ying
opp
ortu
nitie
s an
d ac
hiev
emen
ts
Eval
uate
exp
erie
nces
and
lear
ning
to in
form
futu
re
●
prog
ress
Com
mun
icat
e th
eir l
earn
ing
in re
leva
nt w
ays f
or
●
diffe
rent
aud
ienc
es
Co-o
pera
te w
ith o
ther
s to
wor
k to
war
ds co
mm
on
●
goal
s
Reac
h ag
reem
ents
, man
agin
g di
scus
sions
to
●
achi
eve
resu
lts
Adap
t beh
avio
ur to
suit
diff e
rent
role
s and
situ
atio
ns●
Anal
yse
and
eval
uate
●
info
rmat
ion,
judg
ing
itsre
leva
nce
and
valu
e
Supp
ort c
oncl
usio
ns u
sing
●
reas
oned
arg
umen
ts a
nd
evid
ence
Set g
oals
with
succ
ess
●
crite
ria fo
r the
ir de
velo
pmen
t and
wor
k
Revi
ew p
rogr
ess,
actin
g ●
on th
e ou
tcom
es
Invi
te fe
edba
ck a
nd d
eal
●
posit
ivel
y w
ith p
raise
, se
tbac
ks a
nd c
ritic
ism
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 35 Developing critical and creative thinking: in science
Crea
tive
thin
king
Bo
th cr
eati
ve a
nd cr
itic
al th
inki
ng
Crit
ical
thin
king
Show
fairn
ess a
nd co
nsid
erat
ion
to o
ther
s●
Take
resp
onsib
ility
, sho
win
g co
nfi de
nce
in
●
them
selv
es a
nd th
eir c
ontr
ibut
ion
Prov
ide
cons
truc
tive
supp
ort a
nd fe
edba
ck to
●
othe
rs
Wor
k to
war
ds g
oals,
show
ing
initi
ativ
e,
●
com
mitm
ent a
nd p
erse
vera
nce
Org
anise
tim
e an
d re
sour
ces,
prio
ritisi
ng a
ctio
ns●
Antic
ipat
e, ta
ke a
nd m
anag
e ris
ks●
Dea
l with
com
petin
g pr
essu
res,
incl
udin
g pe
rson
al●
and
wor
k-re
late
d de
man
ds
Resp
ond
posit
ivel
y to
chan
ge, s
eeki
ng a
dvic
e an
d ●
supp
ort w
hen
need
ed
Disc
uss i
ssue
s of c
once
rn, s
eeki
ng re
solu
tion
whe
re
●
need
ed
Pres
ent a
per
suas
ive
case
for a
ctio
n●
Prop
ose
prac
tical
way
s for
war
d, b
reak
ing
thes
e●
dow
n in
to m
anag
eabl
e st
eps
Iden
tify
impr
ovem
ents
that
wou
ld b
enefi
t oth
ers
●
as w
ell a
s the
mse
lves
Try
to in
fluen
ce o
ther
s, ne
gotia
ting
and
bala
ncin
g●
dive
rse
view
s to
reac
h w
orka
ble
solu
tions
Act a
s an
advo
cate
for v
iew
s and
bel
iefs
that
may
●
diffe
r fro
m th
eir o
wn
© Crown copyright 2008 00054-2008DVD-EN
36 The National Strategies | Secondary Developing critical and creative thinking: in science
Appendix 2: Thinking words
adapt examine realisation
analogy experience recall
apply experiment recognise
assess explain reconstruct
assumption extrapolate refine
attitude formulate reflect
belief hypothesise reorganise
clarify identify response
classify image scan
combine imagine sequence
compare implement short-term memory
compose interpret skim
consider interrelate specification
context judge stereotype
contradict(ion) justify stimulus/stimulate
contrast juxtapose structure
convert link summarise
decide long-term memory symbol
decipher meaning synthesise
decode metaphor transform
define model translate
design negotiate trigger
develop organise visualise
differentiate paraphrase
distinguish plan
evaluate predict
evidence prioritise
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 37 Developing critical and creative thinking: in science
Appendix 3: Task 12 Full Moon causes car accidents – some prompt questions
● There is only one explanation given for the ‘data’.
● A full Moon is bright which would suggest better visibility.
● Is this a single study?
● How was it designed?
● Was it a short-term study which could give skewed results? (For example, if the full Moon occurred at a weekend.)
● Why didn’t the company take the results seriously?
● What is a ‘study of three million policies’? How many of them had accident claims? How many were at night? How many of those at night were on nights with a full Moon? How many accidents were there?
● Was any account taken of other weather conditions?
● Is it a replicable study?
● Incorrect science – the Moon is NOT a strong source of energy.
● If you believe in the effects of the Moon or yin and yang then this study confirms your beliefs.
© Crown copyright 2008 00054-2008DVD-EN
38 The National Strategies | Secondary Developing critical and creative thinking: in science
Appendix 4: Evidence decision maker
This is a simple framework to help pupils think about the reliability of a piece of research or article. Pupils select either A, B or C for each question and then use the list below to make their decision.
● Mainly As indicates good source of data.
● Mainly Bs indicates the source should be used cautiously and only when it accompanies other ‘A’ sources of data.
● Mainly Cs indicates the source should not be considered as evidence.
A B C
Is the evidence Data has clear Data has some Data has weak or based on links to widely links to scientific no links to accepted accepted thinking or scientific thinking scientific scientific thinking knowledge or knowledge knowledge? or knowledge
Are other sources of data/studies used or referred to?
There are clear links between the sources of data. Other sources of data are based on accepted scientific thinking; other sources are credible
Conclusions or assumptions are drawn from weak or controversial data
Assumptions have been plucked from ‘thin air’ when linking the sources of data. Other sources may represent an idiosyncratic/ minority view
How much of the Very little – any Some opinions Most – there is no evidence is based opinions are are used in the guidance as to on opinion? clearly identified
as such evidence and could be taken as ‘facts’
whether these opinions are held by large or small numbers of people
00054-2008DVD-EN © Crown copyright 2008
The National Strategies | Secondary 39 Developing critical and creative thinking: in science
A B C
If statistics/graphs Statistics are easy Statistics sound Statistics cannot are used as part of to verify plausible but be verified and the evidence … Graphs do not
have misleading
need to be checked out
appear to be a work of fiction
scales Scales on the Graphs are graphs could meaningless or cause over or based on underestimation incorrect data
Is the evidence Results from Some concerns No, or weak, based on proper experiments are about the way the experimental experimental valid and reliable, experiment was evidence procedure? (e.g. e.g. carried out by carried out which large sample size, respected means that the sufficiently long scientists/ results may not period of study) organisations be fully reliable or
valid
Is the information The information is There are some The information is relevant to the very relevant relevant aspects interesting but original question but I need to find not really relevant or theory? out more to be
sure
Do the inferences The inferences The inferences The inferences are drawn link to the drawn clearly link drawn need to be questionable observations? to the
observations checked further – other inferences
could be drawn
Is the author of Yes – definitely Possibly but I Unlikely the article need to check to credible? find out more
about them
Is the evidence Yes – it may be a No – but it No – newspaper the original summary contains extracts or other research? from the original
research individual’s interpretation
© Crown copyright 2008 00054-2008DVD-EN
40 The National Strategies | Secondary Developing critical and creative thinking: in science
Acknowledgements
Page 5, le Penseur, Auguste RODIN S. 1295, bronze, 180 X 98 X 145 cm, Jerome Manoukian, Musee Rodin, Paris.
Page 18, Jenner: Smallpox is stemmed, Robert Thom, American, (Grand Rapids, MI, 1915 –1979, Michigan), oil on canvas, 102.87 cm x 83.82 cm (40 ½ in. x 33 in.), Collection of the University of Michigan Health System, Gift of Pfizer inc. UMHS.23.
Page 27 – 30, Ways to make progress in the thinking areas of reasoning and evaluation. © Essex County Council. Used with kind permission.
00054-2008DVD-EN © Crown copyright 2008
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