Scientific Thinking

1. Scientific Thinking EDUC3750 Learning and Human Development David Keffer, Valentina Jovicic, and Woody Hamel 24th October, 2004 David Keffer UOIT Student #100257682

2. Scientific vs. Non-Scientific Thinking • Scientific thinking provides • reliable information and knowledge • knowledge that has a strong likelihood of being true • beliefs that are likely to be true because they are supported by proven methods • Non-scientific thinking provides • unreliable knowledge and naïve theories containing misconceptions • unjustified beliefs, based on faith and hope • the knowledge may be true, but often is not, and there are no supporting facts as proof David Keffer UOIT Student #100257682

3. Scientific vs. Non-Scientific Thinking • Scientific thinking • helps people become better decision-makers, problem solvers, and critical thinkers • changes naïve theories into more accurate, elaborate, and metacognitive ones with time • helps people make better decisions later in life • Non-Scientific thinking • tries to confirm hypotheses rather than disprove • is unwilling to entertain new facts and ideas • believes in things uncritically, often without support David Keffer UOIT Student #100257682

4. Scientific Thinking logical, reasonable empirical, statistical pragmatic, realistic skeptical, reflective creative comprehensible quantitative, analytical Non-Scientific Thinking illogical, intuitive hopeful, wishful authoritarian, dogmatic idealistic, mystical absolutist, closed-minded emotional, qualitative ordinary Thinking Mode Characteristics David Keffer UOIT Student #100257682

5. Some Opinions • "It is strange that we expect students to learn,yet seldom teach them anything about learning.“ (Norman) • "We should be teaching students how to think.Instead, we are teaching them what to think." (Clement and Lochhead) David Keffer UOIT Student #100257682

6. Developing Scientific Thinking • To develop scientific thinking skills in students, we must • have them study more sciences at earlier ages • even out differences in thinking skills so that all are as equally prepared as possible • have them read, particularly non-fiction, current affairs, essays and articles, and discuss them • have them practice critical thinking, through exercises, special programs, games and any other • have them pursue any activities which have them actively use their minds David Keffer UOIT Student #100257682

7. Developing Scientific Thinking • To develop scientific thinking skills in students, we must have them avoid as much as possible • frivolous activities and pastimes • gossip • pointless and unsupported arguments • watch, or at least put credence in, movies and television shows • accept situations without questioning their validity • accepting others opinions without question • taking ‘bird’ courses in school David Keffer UOIT Student #100257682

8. References • Critical Thinking And Its RelationTo Science And Humanism, Steven D. Schafersman, 1998, http://www.freeinquiry.com/critical-notes.html (accessed 18/10/2004). • The Art of Scientific Thinking, http://www.oceansonline.com/sciquest.htm (accessed 18/10/2004). • “Cognitive engineering and education;” Donald Norman; Problem Solving and Education: Issues in Teaching and Research, edited by D.T. Tuna and F. Reif; Erlbaum Publishers, 1980. • Cognitive Process Instruction; Clement and Lochhead, 1980. • “Cognitive Development and Learning, Instructional Contexts,” Second Edition, Chapter 10; James P. Byrnes. David Keffer UOIT Student #100257682