This essay focuses on Critical thinking. Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal.
2. Communication. 3. Information Literacy. 4. Critical Thinking. 5. Scientific Literacy This project requires the ability to understand and apply scientific knowledge that you acquire both inside and outside the anatomy and physiology classroom you are expected to clearly understand the meaning of each topic before you construct your answers.. Don’t forget to read and understand the rubric before you start. Refer to it often – it will help guide you through the process.1 Description of the pathology 2 Normal anatomy of major body system affected 3 Normal physiology of body system affected 4 Mechanism of pathophysiology 5 Prevention 6 Treatment Description of Pathology (10 points) CSLO 7.
Student provides a comprehensive introductory section of the condition in 1-2 paragraphs. ( Up TO 10 POINTS) Students provide a subpar introductory section of the condition in 1-2 paragraphs.( 7 points) Student provides an inadequate introductory section.( 3 points) Normal Anatomy of body system (15 points) Student provides a subpar section outlining possible prevention protocols or clearly indicates if none is available for the condition based on current scientific literature.
Critical thinking is a widely accept educational goal. Its definition is contest, but the competing definitions can be understand as differing conceptions of the same basic concept: careful thinking direct to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus. Its adoption as an educational goal has been recommend on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship. “Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate.
The abilities can be identify directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities. Standardized tests have been develop to assess the degree to which a person possesses such dispositions and abilities. Educational intervention has been show experimentally to improve them, particularly when it includes dialogue, anchored instruction, and mentoring. Controversies have arise over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.