An Examination of the Effects of a Research-Based Instructional Model on Students' Critical Thinking Abilities in an Introductory Science Course

Abstract

The purpose of this research was to examine how well the RBL model is being used to teach science to high school students in order to foster critical thinking. The research strategy for this investigation was sequential and exploratory, using a combination of methods. Quantitative data were collected after initially focusing on qualitative information. Quantitative data was gathered using essay examinations, while qualitative data was gathered through observation and interviews. There was a sampling phase before the actual study began. Thirtyfive aspiring primary school teachers from throughout the nation served as samples. The investigation occurred during the spring 2019 semester. A quasi-experimental design with a preand post-test for a single group was used for the quantitative data analysis. The average rating for the research treatments across four separate observations was 5.625 (preliminary activities: 4.736, core activities: 4.625, and closing activities: 4.66; rating scale: very excellent; range: 1- 4). The N-gain score was 57.60% in the medium category, demonstrating that introducing the RBL model to the study of energy in the natural sciences might boost students' capacity for critical thought. The average of the pre- and post-test ratings (47.95 and 778.2) was used to calculate this improvement (0-100). The results of this study may help professors and researchers develop new ways of teaching about energy that are more effective in developing students' capacity for critical thinking and analysis.