Abstract
The purpose of this study was to measure the extent to which critical thinking skills and logical thinking skills predicted the achievement in physics of 11th - grade students in Gaza. To this end, (215) students participated in the study. California Critical Thinking Skills Test (CCTST) and Test of Logical Thinking (TOLT), were used as data collection tools in the study. Data were analyzed by multiple stepwise regression analysis. Results indicated that the students’ scores of probabilistic reasoning and proportional reasoning (as logical thinking skills), and inference (as critical thinking skill) were significant predictors of physics achievement scores, explaining (15.7%) of the variance of physics achievement scores. In addition, findings indicated that the best predictor was probabilistic reasoning, explaining (9.2 %) of the variance. The study recommended that a physics curriculum should involve thinking skills, which predict students’ achievement in physics.
Highlights
The twenty-first century has represented various challenges for students
The purpose of this study was to investigate the predictive role of critical thinking skills and logical thinking skills on the physics achievement of 11th-graders
The findings of multiple stepwise regression analysis revealed that the three variables: probabilistic reasoning, proportional reasoning, and inference were significant predictors of physics achievement. (See table 5) These variables explained almost
Summary
Thinking skills are considered the most important requirement for these challenges because they empower students to effectively participate in the development of their school’s activities and social lives. In 1929 the philosopher Alfred Whitehead noted, "Your learning is useless to you till you have lost your text, burnt your lecture notes, and forgotten the minutiae you have learned by heart for the examination". His observation indicates that the true outcomes of education are "the thought processes that result from the study of a discipline, not the information accumulated"(Profetto-McGrath, 1999). Critical thinking and logical thinking skills today are underscored as the central twenty-first-century skills. It is widely assumed that the development of these skills should be an important aim of education
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