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The Apprenticeship of Critique: Contributions from Science Education Research

Rod Ward

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Published in Developing Critical Thinking In Physics: The Apprenticeship Of Critique (Contributions From Science Education Research 7)

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Developing Critical Thinking in Physics: The Apprenticeship of Critique (Contributions from Science Education Research 7)

Developing Critical Thinking in Physics: The Apprenticeship of Critique (Contributions from Science Education Research Book 7)

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The ability to critically evaluate scientific arguments and evidence is essential for informed decision-making in a world where science plays an increasingly important role. However, research has shown that many students struggle to develop these skills. This article explores the apprenticeship of critique, a process by which students learn to critically evaluate scientific arguments and evidence. The article draws on research from science education to identify key elements of the apprenticeship of critique, and discusses how these elements can be incorporated into science teaching.

Key Elements of the Apprenticeship of Critique

The apprenticeship of critique is a complex process that involves a number of different elements. These elements include:

Domain knowledge: Students need to have a strong understanding of the scientific content they are critiquing. This includes knowledge of the relevant concepts, theories, and methods.
Argumentation skills: Students need to be able to identify and evaluate the arguments that are being made in a scientific text. This includes being able to identify the claims, evidence, and reasoning that are being used to support the arguments.
Evidence evaluation skills: Students need to be able to evaluate the evidence that is being used to support scientific arguments. This includes being able to assess the quality of the evidence, and to identify any potential biases or flaws.
Metacognitive skills: Students need to be able to reflect on their own understanding of scientific arguments and evidence. This includes being able to identify their own biases and assumptions, and to assess the strengths and weaknesses of their own arguments.

Incorporating the Apprenticeship of Critique into Science Teaching

There are a number of ways to incorporate the apprenticeship of critique into science teaching. These include:

Explicit instruction: Teachers can provide students with explicit instruction on the key elements of the apprenticeship of critique. This can be done through lectures, discussions, or hands-on activities.
Modeling: Teachers can model the apprenticeship of critique by thinking aloud as they evaluate scientific arguments and evidence. This can help students to see how experts approach the process of critique.
Feedback: Teachers can provide students with feedback on their attempts to critique scientific arguments and evidence. This feedback can help students to identify their strengths and weaknesses, and to develop their skills.
Assessment: Teachers can assess students' understanding of the apprenticeship of critique through a variety of methods. These methods can include essays, presentations, or portfolios.

The apprenticeship of critique is a valuable process that can help students to develop the skills they need to critically evaluate scientific arguments and evidence. By incorporating the apprenticeship of critique into science teaching, teachers can help students to become more informed and critical thinkers.

References

Bartholomew, H. C., Osborne, J., & Ratcliffe, M. (2004). Teaching students to evaluate evidence: An exploration of argument-based science instruction. Journal of Research in Science Teaching, 41(9),913-930.
Bell, R. L., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the analysis of real and simulated scientific discourse. Journal of the Learning Sciences, 9(1),1-47.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3),287-312.
Kuhn, D. (2010). Education for thinking. American Psychologist, 65(1),14-21.
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science Education, 94(4),621-648.
Simon, S., & Johnson, C. (2015). Facilitating students' appropriation of critique as a sociocultural practice. Journal of Science Teacher Education, 26(1),61-82.