In traditional science teaching, teachers expect the average student to implicitly learn and apply subtle concepts and to connect seemingly disjointed information. Teachers expect them to actively assemble the building blocks of critical thinking, often without example (Meyers 1986). The critical analysis of issues and problems is second nature to educators, and therefore they don't often demonstrate the process to students. Therefore, teachers are not creating the framework or perspective for critical thinking. In this article, the author discusses the importance of a problem-centered teaching model. She also relates the results of her own teaching experience using this approach.