TITLE

Using paradoxes to teach critical thinking in science

AUTHOR(S)
Eliason, James L.
PUB. DATE
March 1996
SOURCE
Journal of College Science Teaching;Mar/Apr96, Vol. 25 Issue 5, p341
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Discusses the shortcomings of traditional education characterised by the regurgitation of information in examinations, and the efforts by educators to jolt students out of the practice of passive thinking. How to think critically; Use of paradoxes in classrooms; Assessment of paradoxes.
ACCESSION #
9604072434

 

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