ABSTRACT
What pedagogies lead to demonstrated improvements in science thinking abilities? I look to the research literature to answer this question and synthesize a workable framework for creating new lessons that meet the needs of your classroom. Specifically, I discuss apprenticeship as a model for teaching science thinking, and show how apprenticeship is both similar and different from what you might know as inquiry-based teaching. The biggest takeaway from this chapter is that you absolutely must make science thinking count in your classroom if you want your students to take science thinking seriously. To this end, I discuss research-verified methods for doing that, with focus on monitoring and assessing the student in their deployment of science thinking patterns.
