Engineering Instruction
Engineering increasingly attends to systems of systems, where the product of the engineer’s intellect exhibits complex interactions with other systems, markets, technologies, the environment, and society. Additionally, the workplace demands that the individual engineer continually develop, mastering new learning and deal with increasing complexities. The thinking skills of our students and young engineers provide the foundation for that growth, while in school and in the workplace. When we explicitly target their thinking skills, we provide them leverage for learning both in class and on the job.
“Critical Thinking” can be an educational buzz-phrase which we presume implicit in rigorous programs. Or, substantively expressed, critical thinking becomes a “system opening system,” a lever for both cracking open both new domains and intensifying insight into the web of connections that characterize engineering work. Generalizable critical thinking skills and dispositions should guide professional reasoning through complex engineering questions and issues, whether technological, commercial, environmental, ethical, or social.
Yet our students do not naturally think using the tools of critical thinking; they do not intuit the important questions they should be asking of themselves, teachers, colleagues, customers, or vendors, to either guide their understanding or refine their thinking. It is therefore essential that we foster, through engineering instruction, the skills, abilities and traits of the disciplined mind.
Engineering Instruction Bundle
For Engineering instruction, we recommend the following materials, most of which focus on the foundations of critical thinking, which will need to be contextualized for engineering education. This bundle includes the Thinker’s Guide to Engineering Reasoning.
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595M: Analytic Thinking, 2nd edition
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103B: Critical Thinking: Tools for Taking Charge of Your Professional & Personal Life - Second Edition
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573M: Engineering Reasoning, 2nd edition
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200S: Laminated Card Set: Critical Thinking for Learners and Educators (set of 6)
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553M: The Art of Socratic Questioning
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570M: The Human Mind, 4th edition (revised and expanded)
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520M: The Miniature Guide to Critical Thinking Concepts & Tools, 7th edition
Retail Value: $163.74 | You Save $53.79 Add Item to your Cart
{"id":"2295","title":"Engineering Instruction","author":"","content":"<p><img style=\"float: right; margin-left: 10px; margin-right: 10px; border: 1px solid black;\" src=\"https://www.criticalthinking.org/image/pimage/219_FL_EngineeringReasoning.jpg\" alt=\"Engineering Reasoning Workshop\" width=\"150\" height=\"224\" /></p>\r\n<p><span><span>Engineering increasingly attends to systems of systems, where the product of the engineer’s intellect exhibits complex interactions with other systems, markets, technologies, the environment, and society. Additionally, the workplace demands that the individual engineer continually develop, mastering new learning and deal with increasing complexities. The thinking skills of our students and young engineers provide the foundation for that growth, while in school and in the workplace. When we explicitly target their thinking skills, we provide them leverage for learning both in class and on the job.</span></span></p>\r\n<p><span><span>“Critical Thinking” can be an educational buzz-phrase which we presume implicit in rigorous programs. Or, substantively expressed, critical thinking becomes a “system opening system,” a lever for both cracking open both new domains and intensifying insight into the web of connections that characterize engineering work. Generalizable critical thinking <em>skills</em> and <em>dispositions</em> should guide professional reasoning through complex engineering questions and issues, whether technological, commercial, environmental, ethical, or social. </span></span></p>\r\n<p><span><span>Yet our students do not naturally think using the tools of critical thinking; they do not intuit the important questions they should be asking of themselves, teachers, colleagues, customers, or vendors, to either guide their understanding or refine their thinking. It is therefore essential that we foster, through engineering instruction, the skills, abilities and traits of the disciplined mind.</span></span></p>\r\n<p> </p>\r\n<p> </p>\r\n<p><span style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px;\"><strong style=\"padding: 0px; margin: 0px;\">Engineering Instruction Bundle</strong></span></p>","public_access":"1","public_downloads":"1","sku":"04BUND","files":[],"images":[]}
Science Instruction
Complementary Articles on Critical Thinking
The following pages on our website contain articles which, though not exclusively on the topic of science instruction, are none the less valuable and applicable to any educational environment and are therefore recommended reading for any science educator.
Science Instruction Bundle
For Science instruction, we recommend the following materials, most of which focus on the foundations of critical thinking, and which will need to be contextualized for science education. This bundle includes the Thinker’s Guide to Scientific Thinking.
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595M: Analytic Thinking, 2nd edition
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200S: Laminated Card Set: Critical Thinking for Learners and Educators (set of 6)
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105B: Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum
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553M: The Art of Socratic Questioning
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570M: The Human Mind, 4th edition (revised and expanded)
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520M: The Miniature Guide to Critical Thinking Concepts & Tools, 7th edition
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590M: The Thinker's Guide to Scientific Thinking, 4th edition
Retail Value: $178.74 | You Save $53.79 Add Item to your Cart
{"id":"2296","title":"Science Instruction","author":"","content":"<p><img style=\"float: right;\" src=\"https://www.criticalthinking.org/image/pimage/iStock_000005783830XSmall%282%29.jpg\" alt=\"\" /><strong><span><br /> Complementary Articles on Critical Thinking</span></strong><span><strong><br /> </strong></span><span><span>The following pages on our website contain articles which, though not exclusively on the topic of science instruction, are none the less valuable and applicable to any educational environment and are therefore recommended reading for any science educator. </span><br /> </span></p>\r\n<ul>\r\n<span>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/pages/critical-thinking-in-every-domain-of-knowledge-and-belief/698\">Critical Thinking in Every Domain of Knowledge and Belief</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/becoming-a-critic.cfm\">Becoming a Critic Of Your Thinking</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/ct-development-a-stage-theory.cfm\">Critical Thinking Development: A Stage Theory</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/ct-identifying-targets.cfm\">Critical Thinking: Identifying the Targets</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/glossary.cfm\">Glossary of Critical Thinking Terms</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/helping-students-assess-their-thinking.cfm\">The Analysis & Assessment of Thinking</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/thinking-some-purpose.cfm\">The Role of Questions in Teaching, Thinking and Learning</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/universal-intellectual-standards.cfm\">Universal Intellectual Standards</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/TRK12-using-intellectual-standards.cfm\">Using Intellectual Standards to Assess Student Reasoning</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/distinguishing-inert-information.cfm\">Distinguishing Between Inert Information, Activated Ignorance, Activated Knowledge</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/ct-distinguishing-inferencs.cfm\">Distinguishing Between Inferences and Assumptions</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/thinking-with-concepts.cfm\">Thinking With Concepts</a></li>\r\n<li><a style=\"padding: 2px; font-weight: bold;\" href=\"http://www.criticalthinking.org/articles/valuable-intellectual-traits.cfm\">Valuable Intellectual Traits</a></li>\r\n</span> \r\n</ul>\r\n<p> </p>\r\n<p> </p>\r\n<p><strong class=\"title\"><span style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; font-weight: normal;\"><strong style=\"padding: 0px; margin: 0px;\">Science Instruction Bundle</strong></span></strong></p>","public_access":"1","public_downloads":"1","sku":"05BUND","files":[],"images":[]}
