1. 19/10/2004 David Keffer UOIT Student #100257682 Scientific Thinking EDUC3750 Learning and Human Development David Keffer, Valentina Jovicic, and Woody Hamel 24 th October, 2004

2. 14/10/2004 David Keffer UOIT Student #100257682 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

3. 14/10/2004 David Keffer UOIT Student #100257682 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

4. 14/10/2004 David Keffer UOIT Student #100257682 Thinking Mode Characteristics 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

5. 14/10/2004 David Keffer UOIT Student #100257682 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)

6. 14/10/2004 David Keffer UOIT Student #100257682 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

7. 14/10/2004 David Keffer UOIT Student #100257682 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

8. 14/10/2004 David Keffer UOIT Student #100257682 References Critical Thinking And Its Relation To Science And Humanism, Steven D. Schafersman, 1998, http://www.freeinquiry.com/critical-notes.html (accessed 18/10/2004). http://www.freeinquiry.com/critical-notes.html The Art of Scientific Thinking, http://www.oceansonline.com/sciquest.htm (accessed 18/10/2004). http://www.oceansonline.com/sciquest.htm “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.