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Peer reviewedJones-Wilson, T. Michelle – Journal of College Science Teaching, 2005
In traditional science teaching, teachers expect the average student to implicitly learn and apply subtle concepts and to connect seemingly disjointed information. Teachers expect them to actively assemble the building blocks of critical thinking, often without example (Meyers 1986). The critical analysis of issues and problems is second nature to…
Descriptors: Course Content, Problem Solving, Teaching Methods, Science Instruction
