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Critical Thinking

Critical Thinking has been organized around Halpern's (2003) framework for teaching critical thinking skills across disciplines. According to this framework, well-rounded critical thinking instruction helps students acquire:

- a critical thinking attitude or habit of intellectual deliberation;
- individual intellectual skills like analysis and inference;
- the ability to use these skills in new contexts, and
- the ability to reflect upon and evaluate one's own thinking (metacognition).

Science is a Verb

Summary: Non-majors usually take 2-3 introductory classes in a discipline.
Introductory classes tend to be fact-transmission based. This means non-majors do not get exposed to the process of science. It is important to show non-majors that science is engaged, interactive, and constantly changing by shifting from fact-transmission to giving them something to do in each class.

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