Critical Thinking In Science Education

Eurasian Journal of Educational Research 19 (2019): 151-170 TY - JOUR T1 - Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers AU - IRWANTO - , Anip Dwi SAPUTRO , Eli ROHAETI , Anti Kolonial PRODJOSANTOSO Y1 - 2019 PY - 2019 N1 - DO - T2 - Eurasian Journal of Educational Research JF - Journal JO - JOR SP - 151 EP - 170 VL - 19 IS - 80 SN - 1302-597X-2528-8911 M3 - UR - Y2 - 2019 ER - %0 Eurasian Journal of Educational Research Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers %A IRWANTO - , Anip Dwi SAPUTRO , Eli ROHAETI , Anti Kolonial PRODJOSANTOSO %T Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers %D 2019 %J Eurasian Journal of Educational Research %P 1302-597X-2528-8911 %V 19 %N 80 %R %U -, IRWANTO , SAPUTRO, Anip Dwi , ROHAETI, Eli , PRODJOSANTOSO, Anti Kolonial . Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research 19 / 80 (Şubat 2019): 151-170. Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. The data were then analyzed by using normalized gain score and Mann-Whitney There was a significant difference in terms of CTS and SPS between control and experimental groups in favor of experimental group students.It was found out that gained CTS score of control and experimental group students was .58 and .80, while gained SPS score was .60 and .81, respectively.

This could inform the need to make critical thinking instruction explicit in the next iteration of science curriculum in Ontario.This research employs a multi-method, single case study to encapsulate the meta-perspectives of two retired science teachers, two practicing science teachers and two secondary vice-principals and their divergent and convergent views about the nature and purpose of critical thinking and critical thinking instruction in the revised intermediate Ontario Science curricula (Grades 9 and 10).This study was viewed through the lens of Situativity (Cobb Bowers, 1999), developed from Lave and Wenger (1991) seminal work on Situated Learning Theory.By continuing to use this site, you consent to the use of cookies.We use cookies to offer you a better experience, personalize content, tailor advertising, provide social media features, and better understand the use of our services.Critical thinking instruction in Ontario intermediate science is poorly understood.The importance of this qualitative study is underscored since is the first to examine the importance of critical thinking instruction in secondary science following the last iteration of the Ontario intermediate science curriculum.This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education.This review is specially addressed to educational contexts (teachers) where Critical thinking has had a very few presence in Science Education, particularly in the classroom.This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge.It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.

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