Critical Thinking Strategies

This article discusses the importance of critical thinking strategies in evaluating climate change sources and understanding scientific claims. It explores strategies such as distinguishing fact from misinformation, analyzing climate change sources arguments, and evaluating the evidence used in the argument. The article emphasizes the role of critical thinking in deconstructing misinformation, addressing misconceptions, and deepening understanding of climate change.

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Critical Thinking Strategies
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Institution

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Introduction
Critical thinking is the capacity to think clearly and logically concerning what to do or
what to rely on. It comprises the capability to engage in independent and reflective thinking. It
helps an individual to understand the rational links between different ideologies. Also, to
recognise, construct, assess arguments and systematically solving problems. Someone can also
detect variations and general mistakes in the process of reasoning. In addition, critical thinking is
significant in identifying the importance of ideas. It also helps in reflecting on confirmation of
one's own values and beliefs (Ballard & Clanchy, 1984).
Critical thinking is not based on the accumulation of information. An individual with
good memory and who understands a lot of facts may not be a good critical thinker (Budgen,
2012). However, a critical thinker is in a position to infer consequences from what he knows, and
he knows how to apply information in finding solutions to problems and in seeking important
sources of information. However, critical thinking is not argumentative, although it can be
applicable in disclosing fallacies and immoral reasoning (Cottrell, 2017). Also, it can play a
fundamental role in joint reasoning and productive tasks. Critical thinking can be used in
knowledge acquisition, improve theories and reinforce arguments. It can be applied in
institutions to promote work processes (Facione, 2015). Some of the essential strategies of
thinking that can be applied in studying at university include distinguishing fact from
misinformation, analysing climate change sources argument and evaluate the evidence used in
the argument (Judge, McCreery , & Jones, 2009).
Distinguish Fact From Misinformation
Misinformation can have significant consequences for society. For example, misleading
information about climate change has brought confusion to the public and delayed support for

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justifying policies. When individuals lack knowledge and skills to assess the facts behind a
claim, they depend on heuristics like replacing conclusions concerning complicated things with a
judgment regarding something simple and are hence at risk to misinformation (Watanabe-
Crockett, 2016). At such a point, the inoculation model provides one strategy to neutralise the
influence of misleading information effectively.
The theory helps in relaying resistance by presenting individuals with information that
hinders misleading information. They provide a technique based on critical thinking methods to
assess and detect lousy reasoning in the scope of misinformation. It provides different benefits of
accessing knowledge and skills to those who lack expertise in climatic changes. The complex
deconstruction and refusal of misleading information regarding climate change are shaped to
represent as a resource for educators and communicators who educate climate science while
applying critical thinking. For example, critical thinking can be used to detect misinformation
regarding global warming causes in the world. Ones an individual get to know the correct
information about global warming; he communicates it to their community to curb the
environmental risk. At the university, critical thinking is essential in deconstructing misleading
information regarding climate changes. Also, it helps in identifying reasoning errors that
surround climate change (Judge, McCreery , & Jones, 2009).
Analysing Climate Change Sources Argument
Increased interest in education regarding climate changes and growth in recognition of
the problems inherent in focusing the issue provides an opportunity to manage a systematic
review for understanding research that can provide effective education (Oreskes, 2004).
Analysing the climate change sources, evaluating the purpose, assessment of methodology and
identifying strategies provide effective intervention, regarding climate changes. Relying on

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personal and relevant meaningful information, the use of engaging and active teaching
techniques helps in identifying the most significant sources of effective climatic changes
education (Lewandowsky, 2011). For example, analysing black carbon aerosols in the
atmosphere; individuals get to know that they have a positive forcing since they absorb sunlight,
which eventually reduces rainfall. Critical thinking enables students to generate engagements in
deliberative discussions, interact with scholars, address misconceptions and implement
university projects. Critical thinking offers suggestions for addressing controversial climate
change topics.
Evaluate The Evidence Used In The Argument
Critical thinking is vital in evaluating the arguments underlying climate change.
Therefore, university students should assess scientific arguments in order to understand matters
concerning climate change and other complex phenomena deeply. Present studies indicate that to
create changes in science education, a critical thinking evaluation process is required. Critical
evaluation of climate change sources is significant when developing and designing an idea and
while conducting investigations about the same topic (McKnight, 2008). Critical evaluation
deepens student’s understanding of climate change because scientific topics are difficult, and
students may not understand why there are scientific claims about global climate changes. For
example, critical thinking evaluation process helps students in assessing evidences on how
Greenhouse gases affect Earth’s energy balance and climate.
Therefore, students need instructional frameworks to actively take part in critical
evaluations to understand explanations. Hence, critical evaluation helps an individual to
incorporate judgments concerning the connection between alternative explanations and evidence
of a specific phenomenon. Furthermore, critical evaluation provides the weaknesses and

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strengths of the relationship between explanations and evidence surrounding climate change.
Students who take part in the evaluation process can observe and embrace emerging ideologies
regarding climate change arguments.
Conclusion
In summary, critical thinking strategies is fundamental in the evaluation of climate
changes sources when studying at university. As discussed, it helps an individual to deconstruct
misinformation found in climate changes sources to get the right information. Also, it can be
used in analysing the underlying climate change arguments to address misconceptions in those
sources and provides suggestions on the topic. Consequently, evaluating the evidence used in
those sources is an effective critical thinking strategy. An individual can get a deeper
understanding of emerging issues in climate change and also comprehend the scientific claims
found in climate change sources. Therefore, it is essential to think rationally and clearly to
understand climate change sources.

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References
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