"The resource covers basic logic and faulty arguments, developing student's critical thinking skills. Suitable for year 8–10, focused on science issues, the module can be adapted to suit classroom plans."
"TechNyou was established to meet a growing community need for balanced and factual information on emerging technologies. We are funded by the Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). We operate in partnership with the University of Melbourne, where our office is based."
2011 | animated presentation | Australian Government | betting system | bias | Blaise Pascal | Bridge8 | broken logic | causal modes of comprehension | causation | certainty | coincidence | confidence | consequences | counter-argument | critical thinking | deception | decision making | Department of Industry Innovation Science Research and Tertiary Education (DIISRTE) | does not follow | emerging technologies | evidence-based argument | expert advice | factual information | fallacious arguments | fallacy | false dilemma | faulty arguments | formal fallacy | forms of logic | gamblers fallacy | gambling | gullibility | head scratching questions | human behaviour | identify patterns | inference | informal fallacy | irrefutable data | James Hutson | logical argument | logical fallacy | logical rationality | logical rules of inference | logical structure | logical-analytical paradigm | logically impossible | logically true | mathematical concepts | mathematical pattern | mathematics | mental tricks | Mike Mcrae | misleading | misunderstanding | non sequitur | opinion | oversimplification | patterns | patterns of meaning | Pierre de Fermat | play the ball not the player | precautionary principle | precautionary tale | predictions | premise | probabilistic outcomes | probability | public information | reckon | repeated observations | risk | rules of logic | science issues | sensemaking | straw-man arguments | TechNyou | tertiary education | theories | thinking skills | trust | unethical behaviour | University of Melbourne |
2011 |