Yeah.

I was just working with some schools, looking specifically at some research that Ron Richhart, one of the Project Zero researchers, had done, looking at students' concept maps of the definition of thinking.

And they analyzed them... over a series of ages and stages of their lives, and they looked at the beginning and the end of the school year.

And what they were able to find was that students, when they were very young, thought about thinking mostly in associative ways, like where I was or when I was thinking or what I was thinking about.

But as they matured, they had the ability to name specific strategies that moved or pushed their thinking.

And what they found was that students in thinking-rich classrooms, where thinking moves like the ability to connect or to wonder or to look for complexity.

Classrooms that valued those different types of thinking, where it was named and celebrated and noted, students were able to improve their ability to apply strategies in different places.

Because sometimes you have experience over the years that is maybe not... found in science but still can be very very meaningful to take with you in how you treat a patient and then you also have the values of the patient and etc but i really like that that there are three parts to it and it's not just a one-dimensional thing and i think we can learn from that framework as well in education so science is just you know one aspect that you take in but it's not the only thing