ASSESSMENT OF JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS การประเมินทักษะการคิดอย่างมีวิจารณญาณของนักเรียนมัธยมศึกษาตอนต้น
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Abstract
Critical thinking skills is one of the goals of science learning in domains of cognitive, affective, and psychomotor. There were few research mentioned affective aspects as a component of critical thinking. This study, therefore, aimed to explore 35 grade 7 students’ critical thinking skills. Paper-and-pencil test of critical thinking skills was used as a collection tool. Content analysis and constant comparison were employed for analyzing data. The collected frequencies of students’ critical thinking indicators were converted to percentage. Findings showed that the most of students had moderate level of critical thinking skills, except the components of problem solving which low level and moderate level were equally. Considering the behavioral indicators of each component, the component of systems thinking had the highest difference of percentage between high and moderate level. Moreover, the components of give reason effectively, make judgments and decisions, and consider affective dimensions had the highest percentage in moderate level. The implications of this study, teachers will be able to use these findings as the supported problems to adjust and improve their activities which can support and enhance students’ critical thinking skills in cognitive, affective, and psychomotor domains.
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