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Study rethinks approach to science lessons
1/14/2020

Teachers should rethink their approach to teaching critical thinking in science lessons, according to a study of sixth- and eighth-grade students by researchers at the University of California at Berkeley, Georgetown University and the University of Pittsburgh. They found that rather than starting science lessons with an overview of the scientific method, teachers should teach scientific thinking with a content-rich lesson that allows students to learn to ask questions and evaluate evidence.

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