Using Paradoxes to Teach Critical Thinking in Science.

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Title: Using Paradoxes to Teach Critical Thinking in Science.

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Title:	Using Paradoxes to Teach Critical Thinking in Science.
Authors:	Eliason, James L.
Descriptors:	Critical Thinking; Evaluation; Higher Education; Problem Solving; Science Instruction; Thinking Skills
Source:	Journal of College Science Teaching, v15 n5 p341-44 Mar-Apr 1996
More Info: Help Peer Reviewed:	Yes
Publisher:	N/A
Publication Date:	1996-00-00
Pages:	N/A
Pub Types:	Journal Articles
Abstract:	Presents the use of paradoxes as a strategy that enables students to develop their problem-solving and critical-thinking skills. Involves confronting the students with two very plausible ideas that they would normally accept uncritically, and then showing that the two ideas are apparently not compatible with each other. Discusses paradoxes in assessment and the assessment of paradoxes. (JRH)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	Paradoxical Techniques
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0047-231X
Audiences:	N/A
Languages:	English
Education Level:	Higher Education