A Theoretical Model for Enhancing Critical Thinking in Science Education

Thesis Abstract

The urgent need to improve critical thinking skills among science students in secondary education underscores the importance of developing a comprehensive theoretical model to facilitate such cognitive development within science curricula. This study aims to conceptualize and empirically test a novel framework that integrates cognitive, metacognitive, and pedagogical dimensions to enhance critical thinking in science education. Specifically, the research seeks to identify key instructional strategies, student engagement factors, and assessment methods that effectively foster analytical and evaluative skills essential for scientific inquiry. The study adopts a mixed-methods design, combining qualitative and quantitative approaches to develop and validate the proposed model. The population comprises 300 secondary school science teachers and 1,500 students across three urban districts, selected through stratified random sampling to ensure representation of various school types and demographic backgrounds. Data collection instruments include a structured questionnaire measuring teachers’ instructional practices and students’ critical thinking dispositions, observational checklists, and semi-structured interview protocols. Quantitative data will be analyzed using confirmatory factor analysis (CFA) to assess the validity of the model constructs, followed by structural equation modeling (SEM) to evaluate the relationships between instructional strategies, student engagement, and critical thinking outcomes. Qualitative data from interviews will be subjected to thematic analysis to contextualize empirical findings and identify underlying pedagogical perceptions. It is anticipated that the findings will reveal specific instructional practices—such as inquiry-based learning, reflective questioning, and collaborative problem-solving—that significantly predict critical thinking development, mediated by student engagement levels. The study expects to establish a robust, empirically validated theoretical model that explicates the pathways through which science instruction can be optimized for cognitive skill enhancement. This contribution extends existing literature by integrating multiple theoretical perspectives, notably Bloom’s Mastery Learning Theory and the Metacognitive Framework, to offer a cohesive model for science educators and policymakers. The research aims to fill identified gaps in prior scholarship where models lacked empirical validation or failed to incorporate contextual variables affecting student critical thinking in science settings. Consequently, the model offers practical implications for designing teacher training programs, curriculum reforms, and assessment strategies aligned with fostering higher-order thinking skills. The main conclusion emphasizes the importance of a multidimensional instructional approach rooted in evidence-based practices to cultivate critical thinking in science students. Recommendations include curriculum modifications emphasizing inquiry and reflection, professional development workshops for science teachers, and the integration of formative assessments to monitor critical thinking progression. Future research directions suggested involve longitudinal studies to examine the sustainability of critical thinking gains and explorations of digital technology integration to augment pedagogical practices. Overall, this thesis advances theoretical understanding and provides actionable frameworks for improving science education quality through targeted critical thinking development strategies.