Abstract
Employers, politicians, and society at large are calling for university graduates to be able to think critically, solve problems and communicate effectively. The public emphasis on critical thinking and problem solving has increased recently with calls for greater accountability and student learning outcomes that are relevant to real world contexts (e.g. Arum and Roksa 2011). Development of student critical thinking skills has long been an objective of university science courses as these skills are essential to the practice of science. Some examples of student behaviors associated with critical thinking as applied in this context might include: (1) Identifying and accessing relevant information, (2) Analyzing and evaluating data as evidence to develop well-justified conclusions, and (3) Integrating multiple sources of information, including relevant literature and data analyses to formulate and defend recommendations for policy or action.
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