Imagine that, as a seventh-grade teacher, you want to enhance your students' critical thinking abilities. Accordingly, you conduct three classroom activities described in the following items. In a follow-up activity, you and your students decide to conduct an experiment to determine the actual effects of the bracelet. All of your students individually identify three or more important goals they hope to achieve in the next 7 days. One-half of the studentsselected randomlyagree that they will wear a bracelet for the subsequent week; the other half agree that they will not wear a bracelet for the week. Students will keep journals in which they document whether and when they achieve each of the goals they've identified. Seven days later, students report their individual results, and, as a class, you analyze and compare the results for the bracelet-wearers and non-bracelet-wearers. If you find that bracelet-wearers have more often achieved their goals than non-bracelet-wearersor vice versayou also discuss possible explanations for the difference. (For instance, was a placebo effect at work? Were there weaknesses in the record-keeping method?) What form of critical thinking are you trying to encourage with this activity?

Which one will be followed up with reasoning? Verbal reasoning Argument analysis

probabilistic reasoning Hypothesis testing