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PhD Candidate on Educational Psychology at University of Tabriz
Abstract
The purpose of this study was to determine the effect of science myth buster teaching method on critical thinking of students. In this study, quasi-experimental design and unequal control group was used. Participants were consisted of 60 middle school third grade students in Tehran (1392-93 academic year). The students were selected by convenience sampling method and they were randomly assigned to experimental and control groups. The experimental group examined scientific myths related to human and movement, adjustment and communication and puberty and adolescence with group discussion for 8 sessions. However, the control group received the current academic curriculum. The results of analysis of covariance showed that science myth buster teaching method increased the critical thinking of students in the experimental group. Other findings of the study indicated that % 70 of the development of critical thinking of students comes from science myth buster method. The results confirmed that science myth buster teaching method can be used as learning activity in textbook development and also it could be used as a method in teaching science concepts in classroom.
Badri Gargari, R., & Ganaatpishe, E. (2015). Effectiveness of science myth buster teaching method on critical thinking of students. Journal of Educational Innovations, 14(3), 7-21.
MLA
Rahim Badri Gargari; Etratolzahra Ganaatpishe. "Effectiveness of science myth buster teaching method on critical thinking of students". Journal of Educational Innovations, 14, 3, 2015, 7-21.
HARVARD
Badri Gargari, R., Ganaatpishe, E. (2015). 'Effectiveness of science myth buster teaching method on critical thinking of students', Journal of Educational Innovations, 14(3), pp. 7-21.
VANCOUVER
Badri Gargari, R., Ganaatpishe, E. Effectiveness of science myth buster teaching method on critical thinking of students. Journal of Educational Innovations, 2015; 14(3): 7-21.
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