Critical Thinking, Numeracy, Scientific Reasoning and Inquiry

Team Members: Mark Aulls (co-leader), Robert M. Bernard (co-leader), Philip Abrami, Sylvia D'Apollonia, Helena Dedic, Richard Koestner, Lynn McAlpine, Helena Osana, Steven Rosenfield, Bruce Shore, and Cynthia Weston.

Critical thinking refers to cognitive skills used to solve ill-structured problems or make decisions in complex situations. Self-regulating learners strategically engage with the learning task cognitively, meta-cognitively, and motivationally. These students not only take charge of their own learning, but they also make assessments of how they are doing, and how they might improve. Critical thinking and self-regulation are regarded as essential to the development of scientific literacy, in particular. The theme group’s research addresses the following questions: Which instructional models are most effective in the development of scientific literacy? How is the emergence of scientific literacy best measured? Does this emergence impact on the long-terms success of teachers? How is transfer of critical thinking skills and self-regulation across disciplinary areas most effectively accomplished? How do critical thinking skills and self-regulation develop among young learners and how are they strengthened at the postsecondary level and beyond? How can computer-based communication technologies be used to facilitate the development of critical thinking skills and self-regulation?

This theme group also addresses ways to promote effective acquisition of numeracy and scientific literacy, especially at college just prior to entering university science programs. Scientific activity is a social process involving discussion, reasoning, building on shared ideas, etc. Therefore we need to understand more about the extent to which students become active participants in inquiry-oriented dialogue and problem solving, and the impact this involvement has on what and how deeply students learn. The CSLP’s solution-oriented research involves the creation of student-centered instructional designs leading to the development of expert-like thinking amongst students, the promotion of student motivation, and the development of positive attitudes towards science and mathematics.

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