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Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

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References

2009Teacher Perceptions of Critical Thinking Among Students and its Influence on Higher Education253 cited
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2017Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence182 cited
2018Improving Students’ Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model170 cited
2015The Perception of Critical Thinking and Problem Solving Skill among Malaysian Undergraduate Students154 cited
2018The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking138 cited
2018THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS128 cited
2016Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students’ critical thinking ability: A randomized controlled trial124 cited
2017Does good critical thinking equal effective decision-making among critical care nurses? A cross-sectional survey106 cited
2017Engaging students: creating classrooms that improve learning90 cited
2013Critical Thinking Across the Curriculum84 cited
2001The Perceptions of Science Classes Survey: What undergraduate science reform efforts really need to address.83 cited
2018

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The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students

78 cited

2017Exploring the effects of classroom learning environment on critical thinking skills and disposition: A study of Hong Kong 12th graders in Liberal Studies75 cited

2019Edmodo-Based Blended Learning Model as an Alternative of Science Learning to Motivate and Improve Junior High School Students’ Scientific Critical Thinking Skills68 cited

2015Negotiating critical geographies through a “feel-trip”: experiential, affective and critical learning in engaged fieldwork56 cited

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