Abstract
Summaries English The teaching of science closely linked to everyday situations has been strongly recommended in order to achieve stronger motivation, and, in particular for the less intellectually gifted, easier cognitive development. The development of critical‐thinking habits has long been regarded as a task for which science education is particularly suited. Such habits have been said to possess inherent non‐specific transfer value. This opinion rests on the assumption that the logical structures of contextually different situations are perceived as equivalent by pupils. This contention was queried in this study by means of two tests, which permitted: (1) the diagnosis of pupils’ recognition of logical fallacies in everyday, as compared with that in logically equivalent biological situations; and (2) a comparison of pupils’ ‘disposals of unsound proposals’ who had first encountered such proposals in everyday situations, with pupils’ having encountered them in biological situations. The effect exerted ...
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