The effect of science education based on critical thinking on learning products

This study aimed to establish the effects of science education based on critical thinking on pre-service science teachers? academic achievement, critical thinking skill, self-efficacy belief regarding science teaching and levels of problem solving skill. Furthermore, the effect of critical thinking based science education on learning products was also investigated in comparison with traditional teaching methods.A quasi experimental method, experiment design with control and experiment groups was used in the study. The research was performed on the 3rd grade students of Gazi University, Faculty of Education, Department of Pre-Service Science Education during 2006?2007 educational year fall semester. In the research, one control and one experimental group was randomly chosen from 3rd grade classes in normal education. Traditional teaching methods were used in the control group (N=44), and critical thinking based science education in the experiment group (N=46).The experimental operation step of the study was performed by the researcher in both the control and experiment groups in the Science Education Laboratory Practices-I course. The implementation step of the study lasted 15 weeks. ?Academic Achievement Test?, ?Watson-Glaser Critical Thinking Appraisal Form YM?, ?Self-Efficacy Belief toward Science Teaching Test?, and ?Group Assessment of Logical Thinking? were used as data collection tools. Data obtained in the study were analyzed via Independent-Samples t-Test, Paired-Samples t-Test and One Way ANOVA. The meaningful level of the results was accepted .05.As a result of the study, it was observed that science education based on critical thinking was effective in increasing the academic achievement, critical thinking skill, self-efficacy belief regarding science teaching, and problem solving skill of pre-service science teachers. Whilst traditional teaching methods were not effective in the development of levels of critical thinking skill, self-efficacy belief, and problem solving skill, it was effective in the development of academic success levels. However, the increase in academic success level occurring with the application of traditional teaching methods was not at as a high level as the increase brought about by the science education based on critical thinking. Additionally, gender and the type of high school graduated from did not have any significant effect on academic success, critical thinking skill, self-efficacy belief regarding science teaching, and problem solving skill levels.Furthermore, in this study, it was concluded that science education based on critical thinking was more effective than traditional teaching methods in increasing levels of academic success, critical thinking, self-efficacy belief, and problem solving skills. The fundamental reason for this can be explained as the fact that education based on critical thinking skills puts the students and the teaching of thinking skills at the heart of the learning process. In this context, it is thought that use of student centered teaching methods and techniques in science education instead of teacher centered teaching methods, and including teaching of thinking skills during the learning process will provide an effective, long-lasting science education and meaningful learning.