Fostering dialectical thinking proficiency through scientific method in Physics education

Abstract

One of the crucial tasks in fostering higher-order thinking in students at all grade levels, particularly in high school, is to teach and develop critical thinking skills. According to educational criteria centered on performance and capacity improvements, critical thinking training for students is essential. The article aims to clarify critical thinking's characteristics and functions, offer suggestions for teaching physics using the scientific method, and assist in fulfilling the requirements of current educational reform. The qualitative research methodology (encompassing theoretical inquiry and expert analysis) remains integral throughout the research progression. This approach relies upon the utilization of pre-existing source materials from scholarly journals, publications, scientific research endeavors, and an inquiry into the prevailing landscape of Physics pedagogy at the secondary education level. This foundation underpins the execution of meticulous analyses, the assessment of critical thinking, and the formulation of pertinent propositions.