This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education.
This review is specially addressed to educational contexts (teachers) where Critical thinking has had a very few presence in Science Education, particularly in the classroom.
Viewing knowledge from a situated learning perspective in a school setting involves studying how knowledge is being acquired, transmitted and transformed in context which promotes the application of new understandings for science teachers and administrators, their design of their lesson plans and PD activities, respectively.
Data was collected from six research participants through surveys, questionnaires, observations, interview sessions (two per participant), and field notes.
According to results, it is recommended that preservice teachers need to be given opportunities to develop hands-on and minds-on experiences in the science laboratory activities.
The lecturers should utilize IBLI to develop students’ various lifelong learning skills.
Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking.
As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking.
This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge.
It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.