Examining the relationship between critical thinking dispositions and climate literacy of science high school students

This study aims to examine the relationship between the "critical thinking tendencies" and "climate literacy" of science high school students. The study was conducted using the "relational survey" model, one of the "quantitative research" models. The study group consists of 702 students studying at 7 science high schools in Manisa province in the 2023-2024 academic year. A data collection tool consisting of three sections was used in the study. The first section includes the "Personal Information Form", which includes demographic variables of science high school students, the second section includes the "Critical Thinking Tendency Scale" developed by Yıldırım Döner and Demir (2020), and the third section includes the "Climate Literacy Scale" developed by Görgülü Arı and Aslan (2020). The "SPSS 29.0 package program" was used in the analysis of the data. In solving the research problems, parametric and nonparametric tests such as "independent sample t-test, one-way analysis of variance (ANOVA), Mann Whitney-U test, Kruskal Wallis test" were used. Pearson Correlation analysis was performed to determine the relationship between critical thinking tendencies and climate literacy. In the study, it was observed that the critical thinking tendencies and climate literacy averages of science high school students were at a high level. In addition, it was determined that there was no statistically significant difference in the age, grade level and place of residence variables of the students' "critical thinking tendencies"; however, there was a statistically significant difference in the place of residence and gender variables. On the other hand, it was determined that there was no statistically significant difference in the age, grade level and place of residence variables of science high school students' "climate literacy"; however, there was a statistically significant difference in the gender variable. As a result of the Pearson Correlation Analysis performed, it was determined that there was a moderately positive relationship between the "critical thinking tendencies" and "climate literacy" of science high school students.