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Critique and questioning are central to the practice of science; without argument and evaluation, the construction of reliable knowledge would be impossible. The challenge is to incorporate an understanding of the role of critique and, more importantly, the ability to engage in critique, within the teaching of science. The emphasis in both the US "next generation" science standards and the forthcoming 2015 PISA tests is on using scientific knowledge with the higher order cognitive processes of evaluation, critique and synthesis.
