Critical Thinking in Science Education: Insights from Pre-Service Teachers

Samreen Ghulam Nabi; Ajaz Shaheen; Sheerin

doi:10.63056/ACAD.004.01.0076

Authors

Samreen Ghulam Nabi M. Phil Scholar, Faculty of Education, Lasbela University of Water, Agriculture and Marine Sciences, Uthal, Balochistan, Pakistan Author
Ajaz Shaheen Faculty of Education, Lasbela University of Water, Agriculture and Marine Sciences, Uthal, Balochistan, Pakistan Author
Sheerin M. Phil Scholar, Faculty of Education, Lasbela University of Water, Agriculture and MarineSciences, Uthal, Balochistan, Pakistan Author

DOI:

https://doi.org/10.63056/ACAD.004.01.0076

Keywords:

Critical Thinking, Pre-service Teachers, Science Instructions, Lesson Planning

Abstract

This study explores the perspectives of pre-service teachers on incorporating critical thinking in science instruction and lesson planning. It aims to understand how these educators perceive critical thinking skills, how they integrate these skills into their teaching, and how their perspectives vary based on demographic factors. The study emphasizes the need for improved teacher training programs that focus on developing critical thinking skills, particularly in adaptability and problem- solving. Ultimately, this research aims to enhance the preparation of future educators to effectively implement critical thinking in their classrooms, fostering a more dynamic and thoughtful educational experience for students.