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ERIC Number: EJ520704
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0047-231X
Using Paradoxes to Teach Critical Thinking in Science.
Eliason, James L.
Journal of College Science Teaching, v15 n5 p341-44 Mar-Apr 1996
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)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A