Scientists spend considerable time engaging in critical analysis of ideas prior to publishing works or proclaiming findings. Students of science need some guided practice in this skill, especially when the principles under study are complex. Lombardi, Brandt, Bickel, and Burg’s 2016 article highlighted why this is important; students need to evaluate claims in controversial socio-scientific texts because it is there that the gap in knowledge between layperson and expert seems to be quite wide and multiple, often opposite, perspectives compete for recognition.