Developing Critical Thinking in Science for Pre-Service Elementary School Teachers-Reference-Cited by-同舟云学术

Developing Critical Thinking in Science for Pre-Service Elementary School Teachers

Published:2024-03-31 Issue:3 Volume:64 Page:275-285
ISSN:1345-2614
Container-title:Journal of Research in Science Education
language:en
Short-container-title:Journal of Research in Science Education

Author:

NAKAYAMA Takashi¹,YAMANAKA Shingo²,FURUISHI Takuya³⁴,KINOSHITA Hiroyoshi⁴,KAWASAKI Kosaku⁵

Affiliation:

1. Faculty of Human Life Science, Hiroshima Jogakuin University

2. Faculty of Education, Fukuyama City University

3. Shinonome Elementary School Attached to Hiroshima University

4. Graduate School of Humanities and Social Sciences, Hiroshima University

5. Faculty of Education, Okayama University

Publisher

Society of Japan Science Teaching

Link

https://www.jstage.jst.go.jp/article/sjst/64/3/64_23055/_pdf

Reference31 articles.

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2. Çeliker, H. D. (2021). Problem-based scenario method with experiments: Determining the prospective science teachers’ biology self-efficacy and critical thinking tendency. Science Education International, 32(1), 23–33.

3. Danladi, S., Nwosu, A. A., & Gumel, S. A. (2019). Effect of model based inquiry on achievement and critical thinking of college pre-service chemistry teachers. Journal of Science and Mathematics Education in Southeast Asia, 42.

4. Ecevit, T., & Kaptan, F. (2022). The efficiency of argument-based inquiry practices in science teacher candidate education. Journal of Theoretical Educational Science, 15(4), 721–757.

5. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron, & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice. New York: W. H. Freeman, 9–26.