Stephen P. Norris

Can We Test Validly for Critical Thinking

This paper focuses first on two questions: (a) Is critical thinking generalizable? and (b) What is a critical thinking disposition? It is argued that the controversial nature of these questions limits the ability to judge the validity of critical thinking testing. Following this discussion, the paper outlines a series of procedures that can help increase the validity of one fundamental aspect of critical thinking testing–multiple-choice testing of credibility judgment. The procedures rely on verbal reports of examinees’ thinking on items to gain direct evidence on the reasons for their answer choices. It is recognized that multiple-choice tests cannot test all important aspects of critical thinking, but that improving multiple-choice tests where they are applicable can have important practical and scientific implications.

Intellectual independence for nonscientists and other content-transcendent goals of science education

Many theories of science education try to justify teaching science on the basis of goals that transcend learning the content of science. The main purpose of this article is to examine in detail one such content-transcendent goal, namely, the goal of intellectual independence for nonscientists from science. The article first provides a brief overview of some content-transcendent goals for science education other than intellectual independence, and indicates certain irremediable problems with particular formulations of these goals, but also suggests why such goals are offered by science education theorists and needed by science education. Second, some formulations of, and philosophical motivations for, the goal of intellectual independence are reviewed and some of the philosophical controversies over the reachability of that goal are examined. Finally, a research agenda directed toward obtaining evidence pertinent to the resolution of many of the controversies is outlined.

THE APPLICATION OF SCIENCE EDUCATION THEORIES

This article addresses the question of what bearing the nature of educational theories has on their application to practice. More specifically, attention is focused on the application of normative goal-directed theories of science education. An account of normative goal-directed theories and of their application is presented. This account highlights the constituent elements and structures that should be found in a normative goal-directed educational theory. A particular version of the science education theory of constructivism is then examined to determine what elements and structures are found in it, and, as a result, what can be said about this theory and its application. Finally, a series of implications are drawn for the general problem of applying science education theories.