While in-state and out-of-state teachers protesting a bill in Wisconsin, that would require them to pay more out-of-pocket costs for heath-care and pensions, that would also give them the option to pay or not to pay union dues, and allow the government unions to negotiate wages but not benefits…There has been a few articles that are concerned about the lack of critical thinking with students concerning science.
But can this be done with evolution, after all when state science standards come up, critical thinking is labeled a creationist viewpoint that hinders a student from having the full enlightenment of Darwinism. Interesting enough, these articles say there is not enough critical thinking going on…
For example, phys.org…
“Richard Arum of New York University conducted a study of more than 2,300 students between fall 2005 and spring 2009 examining test data and student surveys at 24 U.S. colleges and universities. Results, published in the book Academically Adrift: Limited Learning on College Campuses, revealed 45 per cent of students made no significant improvement in critical thinking, reasoning or writing skills during the first two years, and 36 per cent showed no improvement after four years of schooling.
With such negative results, academic professionals are left to consider whether student apathy is to blame or if the study reflects a fundamental failing in the post-secondary education system.”
The study was a surprise for other because they believe that students are motivated and curious as ever, spending a great deal of time on their studies. However, they missed the point, this wasn’t about how much time or motivation students have in science rather critical thinking abilities.
Science educators at times will conflate knowledge with acceptance. Only 37 adults accepted biological evolution in 2008 which was a result of a decline the past twenty years, reports…physorg. There should be an understanding of evolution that distinguishes itself from accepting evolution. If critical-thinking students are able to judge the evidence and accept or deny a theory, they should do so on the basis of sound reasoning!
For instance, evaluating evolutionary logic about it’s common ancestral doctrine….
“In the following photos of plants, the leaves are quite different from the “normal” leaves we envision. Each leaf has a very different shape and function, yet all are homologous structures, derived from a common ancestral form. The pitcher plant and Venus’ flytrap use leaves to trap and digest insects. The bright red leaves of the poinsettia look like flower petals. The cactus leaves are modified into small spines which reduce water loss and can protect the cactus from herbivory.”
According to evolutionary logic, how do designs so radically different from one another come from the same ancestral form? Well the designs are homologous, that’s that happens, they say. How does this demonstrates their common ancestry? There is no evidence, all they show is a bunch of pictures with different plants and animals and then claim it’s common ancestry! The evolutionary framework is so confined to a particular idea that it forces any resemblance no matter how small it is as compelling evidence that demonstrates evolution.
A tree has leaves, a flower has petals, a rose-bush has thorns, so evolution must be true, how absurd is this? The explanation is cult-like, new revelations from the prophets trying to explain their complexity. This is why students are lacking abilities in this area! Wanted: real critical thinking skills!