Research on Teaching Methods for Developing Verification Planning Skills in Lower Secondary School Science Classes: Focusing on the Relationship with Critical Thinking

Abstract

The purpose of this research is to develop a learning program that incorporates a critical thinking process into lessons in order to develop students’ verification planning skills. Through this approach, we obtained knowledge about the relationship among the five factors of critical thinking and the four factors of verification planning ability. Out of the five factors of critical thinking, we focused on 1. “Critical awareness through interaction with others”, 2. “Exploratory/rational thinking”, and 4. “Reflective thinking”, which were all promoted during the lessons. Analysis of the results suggested that the four elements of verification planning ability were successfully acquired or enhanced by the students: I. “Ability to set variables,” II. “Ability to set hypotheses,” III. “Ability to plan experimental methods,” and IV. “Ability to set expectations for results.” In addition, the results demonstrated a strong correspondence between 2. “Exploratory/rational thinking” and III. “Ability to plan experimental methods,” as well as improvements in I. “Ability to set variables” and “II. Ability to set hypotheses.” Analysis further suggested that, in this case, pupils’ 2. “Exploratory/rational thinking” skills may not have been enhanced as much as desired, but 4. “Reflective thinking” was enhanced via the devised learning program, which seemed to work well overall.