Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate Theory of Knowledge Course

Science & Education 16 (2):167-196 (2007)

Authors
Abstract This article has no associated abstract. (fix it)
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1007/s11191-006-6387-0
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

Our Archive


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 43,914
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Fallacies.C. L. Hamblin - 1970 - Revue Philosophique de la France Et de l'Etranger 160:492-492.
Computer Simulations and the Trading Zone.Peter Galison - 1996 - In Peter Galison & David J. Stump (eds.), The Disunity of Science: Boundaries, Contexts, and Power. Stanford University Press. pp. 118--157.
Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl.Michael R. Matthews - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (1/2):7-39.

View all 18 references / Add more references

Citations of this work BETA

View all 7 citations / Add more citations

Similar books and articles

Transformative and Educative Power of Critical Thinking.Jean Toner & Michele Rountree - 2003 - Inquiry: Critical Thinking Across the Disciplines 23 (1/2):81-85.

Analytics

Added to PP index
2014-03-09

Total views
11 ( #687,977 of 2,266,402 )

Recent downloads (6 months)
1 ( #849,232 of 2,266,402 )

How can I increase my downloads?

Downloads

My notes

Sign in to use this feature