Can Critical Thinking Skills Be Transferred from the Accomplished Scientist to the Beginning Scientist?

Abstract

We seldom apply rigorous methods to how scientists think as they make new discoveries and open new avenues of inquiry. The progress of science relies on one generation of scientists transferring their thought processes and methods to the next. In a culture of inquiry, respect, rigor, and role modeling, critical thinking can thrive as novices become accomplished scientists. Although scientists are typically judged on the basis of results (publication, symposium, etc.) rather than the thought process used to get that result, the thought process is of paramount importance for training the next generation of scientists. As a profession pays closer attention to the educational process whereby novices become accomplished scientists, a wider discussion of how accomplished scientists think is vital to help novice scientists positively advance through the early vulnerable years. Thinking critically about our goals and values—including the value of emulation, experience, biases, and doubt—is a necessary part of that process.