A Fundamental Study on the Development Process of Critical Thinking in Science Education

Abstract

This study discusses the critical thinking development process in science education and offers instructional methods appropriate for each developmental stage. For this purpose, we developed a questionnaire to investigate the critical thinking development process and surveyed students in sixth-grade elementary school and first-grade upper secondary school science classes. Our analysis revealed the following results. First, “reflective thinking” formation is typically achieved by the sixth grade of elementary school. Second, the other two major aspects of critical thinking are gradually formed during the first grade of upper secondary school. Furthermore, we received the following suggestions regarding instructional methods. First, in primary education, objectives and means must be separated to foster students’ critical thinking skills, and opportunities to scrutinize others students’ opinions must be provided. Second, in secondary education, we must seek opportunities to scrutinize their own opinions in order to strengthen their critical thinking skills.