A strong body of evidence shows that analysis requires deep knowledge of the topic, and therefore critical thinking can’t be reduced to a set of skills and strategies. In short, to “think like a scientist,” a student must know the facts, concepts, and procedures that a scientist knows. Background knowledge is absolutely integral to effectively deploying important cognitive processes. What this means for teachers: (1) facts should be meaningful; (2) knowledge acquisition can be incidental; and (3) knowledge learning should start early.
Knowledge and Practice: The Real Keys to Critical Thinking
Willingham, D. (May 2016). Knowledge and Practice: The Real Keys to Critical Thinking. Knowledge Matters, Issue Brief #1.