Analyzing the relationships between pre-Service chemistry teachers’ science process skills and critical thinking skills

Irwanto; Rohaetı Eli; Prodjosantoso Anti Kolonial

doi:10.36681/

Authors

Irwanto Department of Chemistry Education, Yogyakarta State University, Yogyakarta, INDONESIA
Rohaetı Eli Department of Chemistry Education, Yogyakarta State University, Yogyakarta, INDONESIA,
Prodjosantoso Anti Kolonial Department of Chemistry Education, Yogyakarta State University, Yogyakarta, INDONESIA

DOI:

https://doi.org/10.36681/

Keywords:

Chemistry laboratory course, critical thinking, pre-service chemistry teachers, science process skills

Abstract

This research investigated the relationships between pre-service chemistry teachers’ science process skills and critical thinking skills. The sample consisted of 146 pre-service chemistry teachers (47 males, 99 females) drawn from an Indonesian public university in the first semester of 2017/2018 academic year. Through a quantitative correlational research design, convenience sampling was employed. To collect data, an Observation Checklist for Science Process Skills (OCSPS) and an Oliver-Hoyo Rubric for Critical Thinking Skills (OHRCT) were used. The results showed that pre-service chemistry teachers’ science process and critical thinking skills were low. Further, it was found that there was a significant difference between mean scores of females’ and males’ science process skills and critical thinking skills in favor of females’ ones (p < .05). Furthermore, it was elicited that there was a significant difference between mean scores of their science process skills and critical thinking skills in terms of grade (p < .05). Lastly, a high positive and linear correlation between their science process skills and critical thinking skills appeared when chemistry laboratory course was taken into consideration (r = .793; p < .05). It can be concluded that an increase in students’ critical thinking skills influences their science process skills. To improve their performances through research-based educational programs, some implications were made.

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