Critical Thinking Models for use in Environmental Education

1. Critical Thinking Models for use in Environmental Education Presented by STEVE COXON Many slides in this presentation were originally created by Janice Robbins, Ph.D. and Kimberly Chandler, Ph.D. Center for Gifted Education College of William and May

2. People of all ages and from all backgrounds are susceptible to the fallacious arguments of pseudo-science. Understanding the difference between valid science and hearsay, urban legend, or the flippant remarks of television pundits does not develop by accident, but requires training in critical thinking. This presentation will engage participants with several models useful in teaching others the critical thinking skills they need to reason logically about current environmental issues. The models are useful for building understanding with people of all ages, from elementary-aged children to adults. Center for Gifted Education College of William and May

3. Definition Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information … as a guide to belief and action. (Scriven & Paul, 1987)

4. Four Models to aid critical thinking: • Macro-concepts (Systems) • Need to Know Board (Fact vs. Assumption) • Reasoning About a Situation or Event (Perspectives) • Wheel of Reasoning

5. Integrated Curriculum Model (ICM) Process-Product Dimension Advanced Content Dimension Issues/Themes Dimension (VanTassel-Baska, 1986) Center for Gifted Education The College of William and Mary, 2009

6. Center for Gifted Education College of William and May

7. Macro-Concepts • Are broad • Reveal fundamental patterns within a content area • Allow for valid connections within a content area • Apply to several content areas • Disclose fundamental similarities and differences within and across disciplines • Draw the learner deeper into the subject matter, inspiring curiosity and interest Center for Gifted Education The College of William and Mary, 2009

8. SYSTEMS Element: a distinct part of the system Boundary: something that indicates or fixes a limit on the size or spread of a system Interaction: the nature of connections made between elements and inputs of a system Input: something that is put in the system Output: something that is produced by the system; a product of the interactions

9. Lake as a system Draw and label: elements , boundaries, interactions, inputs , outputs

10. Systems Provide examples: Provide non-examples: On the back, categorize your list. Include every item. What generalizations can you make about systems? Center for Gifted Education, The College of William and Mary, 2009

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12. Depict a lake as a system: Boundaries Elements Inputs Outputs Interactions Center for Gifted Education College of William and Mary

13. Need to Know Board andReasoning about a Situation or Event

14. Acid, Acid Problem Statement You are the supervisor of the day shift of the Virginia State Highway Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June morning. You are awakened by the ringing phone. When you answer you are told, “Come to the Queen’s Creek overpass on eastbound Interstate 64. There has been a major accident and you are needed.” Quickly you dress and hurry to the overpass. As you approach the bridge, you see an overturned truck that is completely blocking both eastbound lanes of the freeway. You see “CORROSIVE” on small signs on the side and rear of the truck. The truck has lost at least one wheel and is resting on the freeway guard rail. There is a large gash in the side of the truck; from this gash, a clear liquid is running down the side of the truck, onto the road, and down the hill into Queen’s Creek. Steam is rising from the creek. All traffic has been halted and everyone has been told to remain in their cars. Many of the motorists in the traffic jam appear to be angry and frustrated. Police officers, firemen, and rescue squad workers are at the scene. They are all wearing coveralls and masks. The rescue squad is putting the unconscious truck driver onto a stretcher. Everyone seems hurried and anxious. Center for Gifted Education College of William and May

15. Question Asking with the Need to Know Board Center for Gifted Education, The College of William and Mary, 2009

16. Reasoning about a Situation or Event What is the situation? Who are the stakeholders? What is the point of view for each stakeholder? What are the assumptions of each group? What are the implications of these views? Center for Gifted Education The College of William and Mary, 2009

17. Distribute News Articles Center for Gifted Education College of William and May

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19. Elements of Reasoning Purpose/ Goal Point of View Assumptions Evidence/ Data Issue/ Problem Inferences Concepts/ Ideas Implications/ Consequences -- Paul, 1992 Center for Gifted Education The College of William and Mary, 2009

21. Reasoning Explanation Purpose/Goal: What is the purpose of the specific issue, event or problem? Problem/Issue: What is the specific problem to be addressed or solved? Points of View: What is the perspective of the different groups? How does that impact the issue or problem? Experiences, Data, Evidence: How is the point of view supported? Center for Gifted Education The College of William and Mary, 2009

22. Reasoning Explanation Concepts and Ideas: What are the key ideas or concepts that are presented and how can our thoughts be organized around those concepts or ideas? Assumptions: What is taken for granted in the situation, issue, data, or problem? Inferences: What small leaps or connections can be made based on our assumptions and varied points of view? Implications and Consequences: What are the if…then… statements or consequences of a specific action or event? Center for Gifted Education The College of William and Mary, 2009

23. Kendall/Hunt, publishers of our PBL curricula, contact information: Kendall/Hunt Publishing Company 4050 Westmark Drive Dubuque, IA 52004-1840 800-247-3458 www.kendallhunt.com Center for Gifted Education The College of William and Mary

24. Prufrock Press, publishers of our Project Clarion curricula, contact information: Prufrock Press P.O. Box 8813Waco, TX 76714-8813 800-998-2208 http://www.prufrock.com/ Center for Gifted Education College of William and May

25. Center for Gifted Education Contact Information Center for Gifted Education The College of William and Mary P.O. Box 8795 Williamsburg, VA 23187-8795 757-221-2362 (ph) 757-221-2184 (fax) email: cfge@wm.edu www.cfge.wm.edu Center for Gifted Education The College of William and Mary

26. STEVE COXONContact Information At the Center for Gifted Education: svcoxon@wm.edu (757) 221-2362 Permanent: coxonsteve@hotmail.com http://stevecoxon.com Center for Gifted Education The College of William and Mary