Integrated PBL Approach Findings towards Physics Students’ Critical Thinking

Fauziah Sulaiman, and Elnetthra Folly Eldy, (2014) Integrated PBL Approach Findings towards Physics Students’ Critical Thinking. International Journal for Innovation Education and Research, 2 (2). pp. 75-81.

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This paper presents the findings of second phase of study on physics students’ critical thinking. This study was performed on a cohort of 25 (i.e., 13 females and 12 males) Physics with Electronics students from School of Science and Technology at University Malaysia Sabah. The sample was trained by an integrated Problem-Based Learning (PBL) method for 1 semester (i.e., 14 weeks). Participants’ critical thinking was evaluated using a previously validated instrument, the Watson Glaser Critical Thinking Appraisal (WGCTA) (i.e., inference; assumption; deduction; interpretation; evaluation arguments). The result shows that there is significant different in inference criteria (sig2-tailed, t=5.57, p=.00<*.05) favor to the first post test.

Item Type: Article
Uncontrolled Keywords: Critical thinking, problem-based learning
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > QC Physics
Divisions: FACULTY > Faculty of Science and Natural Resources
Date Deposited: 15 Mar 2019 07:20
Last Modified: 15 Mar 2019 07:20

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