Advertisement

Why Critique? Why Physics?

Chapter
  • 129 Downloads
Part of the Contributions from Science Education Research book series (CFSE, volume 7)

Abstract

Critical thinking is discussed in this book in relation to the ability to read and criticize explanatory texts in physics. It is argued that it is valuable but insufficient to know the general principles of critical analysis of texts, such as source control or knowledge of the main cognitive biases. We set out the objective of the book, that is, to contribute mainly to an education of critical thinking in physics. The value of physics as a favourable ground for the development of critical analysis and possible obstacles in this respect are discussed. We examine the role of metacognition. We also point out the existence of teaching rituals in physics teaching that hinder our critical lucidity. More broadly, we recognize the intrinsic difficulty of conducting valid reasoning in physics, especially given the multiplicity of variables involved. Finally, we emphasize that the purpose of this book is to highlight how certain tools can help us to successfully combine critical thinking with better understanding.

References

  1. 21st Century Science Project Team. (2003). 21st century science—A new flexible model for GCSE science. School Science Review, 85(310), 27–34.Google Scholar
  2. Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134.  https://doi.org/10.3102/0034654308326084.CrossRefGoogle Scholar
  3. Bailin, S. (2002). Critical thinking and science education. Science & Education, 11, 361.  https://doi.org/10.1023/A:1016042608621.CrossRefGoogle Scholar
  4. Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52, 1–26.CrossRefGoogle Scholar
  5. Barrow, R. (1991). The generic fallacy. Educational Philosophy and Theory, 23(1), 7–17.CrossRefGoogle Scholar
  6. Bulletin Officiel de l’Education Nationale n°8, 13th October 2011.Google Scholar
  7. Bronner, G. (2013). La Démocratie des crédules. Paris: PUF.CrossRefGoogle Scholar
  8. Davies, M. (2013). Critical thinking and the disciplines reconsidered. Higher Education Research & Development, 32(4), 529–544.  https://doi.org/10.1080/07294360.2012.697878.CrossRefGoogle Scholar
  9. Duit, R. (2009). Bibliography STCSE, Students’ and Teachers’ Conceptions and Science Education. http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html
  10. Ellenberg, J. (2015). How not to be wrong. London: Penguin.Google Scholar
  11. Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4–70.CrossRefGoogle Scholar
  12. Ennis, R. H. (1996). Critical thinking. New York: Prentice HallGoogle Scholar
  13. Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449–455.  https://doi.org/10.1037//0003-066X.53.4.449.CrossRefGoogle Scholar
  14. Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21–29). Hillsdale: L. Erlbaum Associates.Google Scholar
  15. Gauvrit, N. (2007). Statistiques méfiez-vous! Paris: Ellipse.Google Scholar
  16. Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five arguments for the role and value of critique in learning science. International Journal of Science Education, 37(10), 1668–1697.  https://doi.org/10.1080/09500693.2015.1043598.CrossRefGoogle Scholar
  17. Houdé, O. (2014). Le raisonnement. Paris: PUF.Google Scholar
  18. Jiménez-Aleixandre, M. P., & Puig, B. (2009). Argumentation, evidence evaluation and critical thinking. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 1001–1015). Dordrecht: Springer.  https://doi.org/10.1007/978-1-4020-9041-7.CrossRefGoogle Scholar
  19. Kahneman, D. (2012). Thinking fast and slow. London: Penguin books.Google Scholar
  20. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago press.Google Scholar
  21. Kuhn, D. A. (1999). Developmental model of critical thinking. Educational Researcher, 28(2), 16–25.  https://doi.org/10.2307/1177186.CrossRefGoogle Scholar
  22. McPeck, J. (1981). Critical thinking and education. New York: St Martin’s Press.Google Scholar
  23. McPeck, J. E. (1990). Critical thinking and subject specificity: A reply to Ennis. Educational Researcher, 19(4), 10–12.CrossRefGoogle Scholar
  24. Millar, R. (1996). Towards a science curriculum for public understanding. School Science Review, 77(280), 7–18.Google Scholar
  25. Millar, R. (2006). Twenty first century science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499–1521.CrossRefGoogle Scholar
  26. Ministère de l’Éducation Nationale. (2010). Ressources pour la classe de seconde générale et technologique. Available from: http://cache.media.eduscol.education.fr/file/SPC/92/8/LyceeGT_Ressources_2_Commun_SPC_Sport_149928.pdf
  27. Monvoisin, R. (2007). Pour une didactique de l’esprit critique. Zététique & utilisation des interstices pseudoscientifiques dans les médias. Grenoble: Université Grenoble 1 Joseph Fourier.Google Scholar
  28. Noddings, N., & Brooks, L. (2016). Teaching controversial issues: The case for critical thinking and moral commitment in the classroom. New York: Teachers College Press.Google Scholar
  29. Norris, S., & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240.CrossRefGoogle Scholar
  30. Tibebu Tiruneh, D., De Cock, M., & Elen, J. (2017). Designing learning environments for critical thinking: Examining effective instructional approaches. International Journal of Science and Mathematics Education, 16, 1065–1089.  https://doi.org/10.1007/s10763-017-9829-z.CrossRefGoogle Scholar
  31. Viennot, L. (2001). Reasoning in physics the part of common sense. Dordrecht: Kluwer. (now Springer).Google Scholar
  32. Viennot, L. (2006). Teaching rituals and students’ intellectual satisfaction. Physics Education, 41, 400–408. http://stacks.iop.org/0031-9120/41/400.CrossRefGoogle Scholar
  33. Viennot, L., & Décamp, N. (2018). Activation of a critical attitude in prospective teachers: From research investigations to guidelines for teacher education. Physical Review Physics Education Research., 14, 010133.  https://doi.org/10.1103/PhysRevPhysEducRes.14.010133.CrossRefGoogle Scholar
  34. Vilches, A., & Gil-Perez, D. (2012). The supremacy of the constructivist approach in the field of physics education: myths and real challenges. Tréma, 38, 87–106.Google Scholar
  35. Willingham, D. T. (2007). Critical thinking why is it so hard to teach? American Educator, 1–19. Retrieved from http://www.aft.org/sites/default/files/periodicals/Crit_Thinking.pdf

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Matter and Complex Systems UMR 7057University of ParisParisFrance
  2. 2.Laboratoire de Didactique André Revuz EA 4434University of ParisParisFrance

Personalised recommendations