Assessing Critical Thinking Skills Through Laboratory Activities on Mixtures
ASSESSING CRITICAL THINKING SKILLS THROUGH A LABORATORY ACTIVITY ON MIXTURES
An Undergraduate Thesis
Presented to the Faculty of the
Department of _____________________
College of ______________
_______________________
_________ City
In Partial Fulfillment of the
Requirements for the Degree
Bachelor of ______________ Major in
_________________
___________________________
___________________________
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Thinking has always been part of the curriculum. Students think about almost everything and anything. Thinking starts from acquiring information and processing it to produce a thought. Students come to school to gain knowledge from their teachers, co-students and also from the people surrounding them; that knowledge is based on intuition, every-day experience, as well as what they have been taught in other settings. Thinking among students must not be static, it must be dynamic. Thus, a long-range goal of science education is to develop in students the ability to critically assess or evaluate the information that continually attacking them.
This can be possible with the proficient use of critical thinking skills. Michael Scriven and Richard Paul (2003) offer the following definition of critical thinking: Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from or generated by: observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
Peter C. Gega (1986) cited that children who base suggestions and conclusions on evidence are thinking critically. They may exhibit critical thinking largely through verbal statements by: using evidence to justify their conclusions, pointing out contradictions in reports by their classmates and changing their ideas in response to evidence.
Students’ interest in a particular topic can
An Undergraduate Thesis
Presented to the Faculty of the
Department of _____________________
College of ______________
_______________________
_________ City
In Partial Fulfillment of the
Requirements for the Degree
Bachelor of ______________ Major in
_________________
___________________________
___________________________
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Thinking has always been part of the curriculum. Students think about almost everything and anything. Thinking starts from acquiring information and processing it to produce a thought. Students come to school to gain knowledge from their teachers, co-students and also from the people surrounding them; that knowledge is based on intuition, every-day experience, as well as what they have been taught in other settings. Thinking among students must not be static, it must be dynamic. Thus, a long-range goal of science education is to develop in students the ability to critically assess or evaluate the information that continually attacking them.
This can be possible with the proficient use of critical thinking skills. Michael Scriven and Richard Paul (2003) offer the following definition of critical thinking: Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from or generated by: observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
Peter C. Gega (1986) cited that children who base suggestions and conclusions on evidence are thinking critically. They may exhibit critical thinking largely through verbal statements by: using evidence to justify their conclusions, pointing out contradictions in reports by their classmates and changing their ideas in response to evidence.
Students’ interest in a particular topic can