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Nobody said it was easy: Promoting Critical Thinking in STEM

The document discusses strategies for promoting critical thinking in STEM education, specifically through interventions at the course level. It outlines methods such as modeling problem-solving approaches and using critical thinking rubrics, along with specific content areas in probability and statistics. Additionally, it emphasizes the importance of engaging students in reflective practices and collaborative assessments.

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02/06/2019 1 Nobody said it was easy: Promoting Critical Thinking in STEM Leuven, 3rd june 2019 Maria M. Nascimento – mmsn@utad.pt Caroline Dominguez – carold@utad.pt Paula Catarino – pcatarin@utad.pt University of Trás-os-Montes e Alto Douro, Vial Real, Portugal
02/06/2019 2 Interventions at the course level: • To model The teacher offers ill-structured problems, addresses multiple sides of a problem, weights alternatives, engages in critical discourse and conversation, and values different approaches. • To induce To offer ill-structured problems; provide authentic tasks; confront students with dilemmas; make use of constructive controversies; use prompts to make students think deeper; engage students in elaborating research questions, interpreting and discuss research results; provide tools that orient students thinking and reflections; ask why-questions; provide autonomy; ……
02/06/2019 3 Interventions at the course level: • To declare Use critical thinking rubrics; elaborate concept maps; make models, heuristics and strategies available; discuss issues. • To surveil When discussing issues ask students to reflect and share their reflections, provide feedback and set targets together with the students, in case of problem solving tasks engage in peer assessment and peer-feedback about the learning processes engaged in. PROGRAMPROGRAMPROGRAMPROGRAM 1. Probability Theory (Review): Basic definitions; Definitions of probability and its properties; Conditional probability; Independence of events 2. Real random variables: Discrete and continuous random variables; Distribution function; Mass probability function and density function; Localization and dispersion parameters; Discrete and continuous laws; Central limit theorem 3. Descriptive Statistics (Review) 4. Inferential Statistics: Point estimation and confidence intervals 5. Parametric and non-parametric hypotheses tests 6. ANOVA(s) 7. Simple linear regression • STATISTICSSTATISTICSSTATISTICSSTATISTICS IN (IN (IN (IN (ENGINEERING) HIGHER EDUCATIONENGINEERING) HIGHER EDUCATIONENGINEERING) HIGHER EDUCATIONENGINEERING) HIGHER EDUCATION UCUCUCUC ofofofof PROBABILITYPROBABILITYPROBABILITYPROBABILITY ANDANDANDAND STATISTICSSTATISTICSSTATISTICSSTATISTICS orororor STATISTICAL METHODSSTATISTICAL METHODSSTATISTICAL METHODSSTATISTICAL METHODS
02/06/2019 4 TC Lecture Test 1 Test 2 Test 3 Google Classroom Google Drive Survey Concept maps (links) UCUCUCUC ofofofof PROBABILITYPROBABILITYPROBABILITYPROBABILITY ANDANDANDAND STATISTICSSTATISTICSSTATISTICSSTATISTICS orororor STATISTICAL METHODSSTATISTICAL METHODSSTATISTICAL METHODSSTATISTICAL METHODS • STATISTICS IN (ENGINEERING) HIGHER EDUCATIONSTATISTICS IN (ENGINEERING) HIGHER EDUCATIONSTATISTICS IN (ENGINEERING) HIGHER EDUCATIONSTATISTICS IN (ENGINEERING) HIGHER EDUCATION UCUCUCUC ofofofof PROBABILITY AND STATISTICSPROBABILITY AND STATISTICSPROBABILITY AND STATISTICSPROBABILITY AND STATISTICS orororor STATISTICAL METHODSSTATISTICAL METHODSSTATISTICAL METHODSSTATISTICAL METHODS Theoretical Classes TC 2h/week 15 weeks Laboratory Practices LP 2h/week 15 weeks
02/06/2019 5 Homework How did we move from the probabilities to the random variables? UC of Probability and Statistics or Statistical Methods Interventions at the course level: • To declare UC of Probability and Statistics or Statistical Methods Interventions at the course level: • To declare Homework
02/06/2019 6 FRISCO GUIDELINES IDENTIFY THE FOCUS ANALYZE THE REASONS ASSESS INFERENCES DETERMINE THE SITUATION ANALYZE THE CLARITY OVERVIEW ENNIS, R. H. (1996) CRITICAL THINKING. UPPER SADDLE RIVER, NJ: PRENTICE-HALL. HTTP://CRITICALTHINKING.NET/INDEX.HTML UC of Probability and Statistics or Statistical Methods Interventions at the course level: • To induce UC of Probability and Statistics or Statistical Methods Interventions at the course level: • To induce
02/06/2019 7 UC of Probability and Statistics or Statistical Methods Interventions at the course level: • To model • To induce • To declare • To surveil • Out of the class • Specifically directed to CT • Using technology • HOMEWORK with feedback • Out of the class • Specifically directed to CT • CLASSES TESTS PAPER(S) MINI- Project GDrive quizzes & concept maps Interventions at the course level: • To model • To induce • To declare • To surveil You have 30 minutes to think about the question: HOW SHOULD I DO to implement the 4 types of interventions at one of my courses level?
02/06/2019 8 Interventions at the course level: • To model • To induce • To declare • To surveil We have 20 minutes to think about the questions: HOW SHOULD I DO to implement the 4 types of interventions at the program level? at the institutional level? Nobody said it was easy: Promoting Critical Thinking in STEM Leuven, 3rd june 2019 Maria M. Nascimento – mmsn@utad.pt Caroline Dominguez – carold@utad.pt Paula Catarino – pcatarin@utad.pt University of Trás-os-Montes e Alto Douro, Vial Real, Portugal