Physicists at Stanford University and the University of British Columbia uncovered a new way to improve critical thinking skills in students studying scientific evidence in the classroom.
According to a study published in the journal Proceedings of the National Academy of Sciences, guiding students through independent decision-making during lab course experiments significantly advanced their ability to interpret data.
Researchers studied students while they worked in the classroom. They had students gather their own data—having them translate that data and make their own predictions about what it means. This not only improved students’ ability to critically think, but it also better prepares them for future courses.
