Developing Critically Thoughtful, Media-Rich Lessons in Science: Process and Product
Greater clarity about the nature of critical thinking and how to support teachers in learning to implement it are needed if we are to respond to broader calls for critical thinking both as a central goal in science education and as a key aspect in the ecology of 21st Century e-learning environments. In this paper, I describe a professional development approach and a conceptual framework used to create critically thoughtful and media-rich science learning resources meant to serve these needs.
