EXAMINING CRITICAL THINKING DISPOSITION OF SCIENCE HIGH SCHOOL STUDENTS: 9TH GRADE EXAMPLE

Abstract

In this study, it was aimed to examine the critical thinking dispositions of ninth grade students studying in science high schools in terms of various variables. The sample of the research consists of 98 students studying in the ninth grade of a science high school located in the Central Anatolia Region of Turkey. The UF/EMI Critical Thinking Disposition Scale was used to collect data. Within the scope of the research, the cronbach-alpha internal consistency coefficient was calculated as 0.94.  As a result of the research,  it was determined that there was no statistically significant difference in the critical thinking dispositions of the students studying at science high schools in terms of gender, type of school graduated and level of achievement. However, it was determined that there was a statistically significant difference in the critical thinking dispositions of the science high school students (in the dimensions of participation, cognitive maturity and UF/EMI) in terms of the vocational preference variable. According to the results of the research, it is recommended to examine the reasons for the variables that affect or do not affect the critical thinking dispositions of ninth grade students studying at science high schools.