Abstract
The review aims to explore possible methods for critical thinking assessment in science from previous studies. For a long time, critical thinking has been among most talked topics among researchers and academicians, due to its nature in improving one’s quality of life such as becoming an effective problem solver and logical thinkers. In this study, literature search for related studies was conducted through online databases, The Educational Resource Information Centre (ERIC) dated from the year 2010 till 2017 using keywords such as critical thinking, science, science education and measurement. Only refereed/peer-reviewed journals that fulfilled criteria needed were selected for the study with the findings from web-based service providers, including Sage Journals, Springer, Taylor & Francis, Science Direct, and Wiley Online Library. The findings were analyzed using document analysis technique to answer research questions of this study. This systematic review reveals that critical thinking can be assessed using quantitative or qualitative methods depending on the scope and dimensions of the research. Although there are studies on critical thinking in science, the assessment tools used are instrumented for critical thinking in general setting which focuses in general context. However, when it comes to assessing critical thinking in science secondary school/high school, the findings were limited.
Highlights
Critical thinking is not a new concept, especially in education
Despite broad descriptions of critical thinking (Sternberg, 1986; Lai, 2011), researchers agreed on the specific abilities of critical thinking, that critical thinking is a mode of thinking using various cognitive skills to solve problems, or to reach certain conclusions, with one of well-known critical thinking skills construct is from Facione‟s Delphi report
There were no limitations on the related studies which resulted in 1095 papers, so in the stage, the number of findings had to be reduced, which fulfilled these criteria: (1) the selected paper must be published after 2010 and above to get a recent overview of critical thinking skills assessment, (2) critical thinking skills only, (3) secondary school/high school students, (4) science and science-related context
Summary
Critical thinking is not a new concept, especially in education. There are many reports on incorporation of critical thinking into teaching and learning. Critical thinking is a mental process, strategies, and representations people use to solve problems, decisions and learn new concepts According to Facione (1990), critical thinking is purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as an explanation of the evidential, conceptual, methodological, criteriological, or the contextual considerations judgment. Facione (1990) listed six cognitive skills in the Delphi Report: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Critical thinking is a form of mental activity that requires subsets of cognitive skills in order to solve problems and make decisions
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