FOSTERING CRITICAL THINKING SKILLS OF SCIENCE STUDENTS: AN IMPERATIVE TASK FOR THE TEACHER

Abstract

Research efforts have identified the significant need to develop critical thinking in science learners. This enables them to use concepts and principles to analyze, interpret, create, assess and improve thinking. However, there are limited studies relating annotated diagrams to the critical thinking skills of science students (biology, chemistry, physics and computer studies). The study employed a quasi-experimental design of two intact classes. With a sample of Nigerian science students (n= 116), (Male =51, Female = 65), aged 14 – 16 years, the study determined the potency of the annotated diagram to enhance students' critical thinking skills. Researchers developed the Critical Thinking Skills Test (CTST) with a reliability coefficient of 0.73. The data generated were analyzed using mean, standard deviation and analysis of covariance. Findings revealed that students' critical thinking skills were significantly enhanced, without a gender gap. The results suggested the need for science teachers to be self-guided in the choice of instructional strategies to employ during teaching teaching-learning process. It concluded that if science instructions are tailored to develop in learners the critical thinking skills needed for sustainable growth and development in nations’ economy, then teachers should pay more attention to issues of pedagogy and the needs of the learners and society at large.