For the past couple years, I’ve been working as a science communicator on two fronts, as a freelance science writer and a community college Earth science instructor. I’ve seen, from many angles, the difficulty people have understanding and assessing scientific issues. With topics that are publicly contentious, those difficulties rarely arise from a simple lack of understanding. Other things get in the way. A student once said to me, “Well, I’m a conservative, so I don’t believe in climate change.” The frankness of that statement opens up a window into the obstacles science faces in the public sphere. (If only those who post internet comments were as honest with themselves…)
The combination of science writing and education has influenced my approach to both, which share a common, overarching goal: to reach out to people and present them with the power, wonder, and relevance of science. Like most educators, one of my central aims is to impart critical thinking skills— to help students make sound decisions in a confusing world of conflicting information, sales pitches, and smooth-talking politicians.
Though critical thinking is universally regarded as a pillar of higher education (including by employers seeking college graduates), results show that students are not developing their critical thinking skills to the extent we expect. For their 2009 book,Academically Adrift: Limited Learning on College Campuses, Richard Arum and Josipsa Rocksa followed a little over 2,300 college students through their first two years of school. They found “a barely noticeable impact on students’ skills in critical thinking, complex reasoning, and writing” and “no statistically significant gains [in these skills] for at least 45 percent of the students.”
These students may be learning things, but they’re not becoming better thinkers or writers. That’s a remarkable failure to realize the promise of a college education—and that disappointing reality actually appears to have gotten considerably worse over the last few decades. It’s irrelevant how much blame should be placed on the school and how much on the students. We must get better results.
Written By: Scott K. Johnsoncontinue to source article at blogs.scientificamerican.com