Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills
Adequate pedagogical infrastructure is necessary to continue honing critical thinking skills in preservice science teachers (PSTs), given their central role in training future science students. In the classroom routine of science teaching, inquiry is embedded as a process of teaching how to think, b...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125006230 |
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| author | Saiful Prayogi Ni Nyoman Sri Putu Verawati Muhammad Roil Bilad Taufik Samsuri Hunaepi Muhammad Asy'ari Muhammad Yusril Yusup Irham Azmi Nevi Ernita |
| author_facet | Saiful Prayogi Ni Nyoman Sri Putu Verawati Muhammad Roil Bilad Taufik Samsuri Hunaepi Muhammad Asy'ari Muhammad Yusril Yusup Irham Azmi Nevi Ernita |
| author_sort | Saiful Prayogi |
| collection | DOAJ |
| description | Adequate pedagogical infrastructure is necessary to continue honing critical thinking skills in preservice science teachers (PSTs), given their central role in training future science students. In the classroom routine of science teaching, inquiry is embedded as a process of teaching how to think, but it is not robust enough to develop the critical thinking. This study investigate examines the reflective process in scientific inquiry and evaluate its impact on the critical thinking skills of PSTs. The study employed a mixed methods approach (quantitative and qualitative) by grouping participants into experimental and control. Quantitative data demonstrated that reflective process significantly enhanced the critical thinking skill performance, much better than the traditional teaching used as the control. The qualitative analysis based on interviews with the lecturers revealed that the reflective processes was highly effective in aligning with students’ situational interests in various academic environments. It captured their attention, making the learning process enjoyable and engaging, and was considered important and valuable by the PSTs. It ultimately enhanced the critical thinking skills and a deepened the understanding of the subject matter. These findings establish the importance of reflective practices in scientific inquiry, proving valuable in optimizing teaching and learning processes and fostering professional growth. |
| format | Article |
| id | doaj-art-f7c6b22247024caf98e3e56f6886a0fc |
| institution | Kabale University |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-f7c6b22247024caf98e3e56f6886a0fc2025-08-23T04:49:08ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-011210189510.1016/j.ssaho.2025.101895Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skillsSaiful Prayogi0Ni Nyoman Sri Putu Verawati1Muhammad Roil Bilad2Taufik Samsuri3 Hunaepi4Muhammad Asy'ari5Muhammad Yusril Yusup6Irham Azmi7Nevi Ernita8Department of Science Education, Mandalika University of Education, Mataram, Indonesia; Corresponding author.Department of Physics Education, University of Mataram, Mataram, IndonesiaDepartment of Science Education, Mandalika University of Education, Mataram, IndonesiaDepartment of Biology Education, Mandalika University of Education, Mataram, IndonesiaDepartment of Science Education, Mandalika University of Education, Mataram, IndonesiaDepartment of Physics Education, Mandalika University of Education, Mataram, IndonesiaDepartment of Science Education, Mandalika University of Education, Mataram, IndonesiaDepartment of Science Education, Mandalika University of Education, Mataram, IndonesiaDepartment of Physics Education, Universitas Islam Negeri Mataram, Mataram, IndonesiaAdequate pedagogical infrastructure is necessary to continue honing critical thinking skills in preservice science teachers (PSTs), given their central role in training future science students. In the classroom routine of science teaching, inquiry is embedded as a process of teaching how to think, but it is not robust enough to develop the critical thinking. This study investigate examines the reflective process in scientific inquiry and evaluate its impact on the critical thinking skills of PSTs. The study employed a mixed methods approach (quantitative and qualitative) by grouping participants into experimental and control. Quantitative data demonstrated that reflective process significantly enhanced the critical thinking skill performance, much better than the traditional teaching used as the control. The qualitative analysis based on interviews with the lecturers revealed that the reflective processes was highly effective in aligning with students’ situational interests in various academic environments. It captured their attention, making the learning process enjoyable and engaging, and was considered important and valuable by the PSTs. It ultimately enhanced the critical thinking skills and a deepened the understanding of the subject matter. These findings establish the importance of reflective practices in scientific inquiry, proving valuable in optimizing teaching and learning processes and fostering professional growth.http://www.sciencedirect.com/science/article/pii/S2590291125006230Science learningReflective processesScientific inquiry learningCritical thinking skillsPreservice science teachers |
| spellingShingle | Saiful Prayogi Ni Nyoman Sri Putu Verawati Muhammad Roil Bilad Taufik Samsuri Hunaepi Muhammad Asy'ari Muhammad Yusril Yusup Irham Azmi Nevi Ernita Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills Social Sciences and Humanities Open Science learning Reflective processes Scientific inquiry learning Critical thinking skills Preservice science teachers |
| title | Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills |
| title_full | Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills |
| title_fullStr | Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills |
| title_full_unstemmed | Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills |
| title_short | Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills |
| title_sort | emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers critical thinking skills |
| topic | Science learning Reflective processes Scientific inquiry learning Critical thinking skills Preservice science teachers |
| url | http://www.sciencedirect.com/science/article/pii/S2590291125006230 |
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