Chautauqua
Course DAY-1
Changing Science Courses to
Promote Critical Thinking
CRAIG E. NELSON, Department of Biology,
May 12-14, 2008
in
Mature critical thinking is a prerequisite to
understanding science and to applying it appropriately. We will examine two
major frameworks for fostering critical thinking: cognitive science (mental models and
misconceptions, novice v. expert distinctions, models for thinking about
thinking) and intellectual and ethical development (Piaget, Perry and others)
and explore the implications of each for classroom practices. An underlying theme will be that, often,
critical thinking can be fostered best by increasing the ratio of active
learning and other forms of support offered for a given level of challenge. Our
considerations will include both the ways particular topics are presented and
the use of techniques such as structured small group discussion to increase
comprehension, synthesis and application.
Processes: Mini-lectures
alternating with writing and small- and whole-group discussions of applications
to your own teaching.
A summary of Dr. Nelson’s approach to intellectual
and ethical development is given in his On
the Persistence of Unicorns: The Tradeoff between Content and Critical Thinking
Revisited, in The Social Worlds of
Higher Education: Handbook for Teaching in a New Century, B. A. Pescosolido
and R. Aminzade, Eds.
For college teachers AND ADMINISTRATORS of: all disciplines. Prerequisites: none.
Costs for 2008
Application fee: $100 [$50 if
received by February 29, 2008]
Course fee: $395 [Due in March
2008]
Optional on-site lodging: $48
per person per night in a double, $64 single
Dr. Nelson is
Professor Emeritus of Biology at