Developing critical thinking disposition by task-based learning in chemistry experiment teaching

Abstract

The purpose of this study was to examine whether using task-based learning in chemistry experiment teaching can develop students’ critical thinking dispositions in high school. The California critical thinking disposition inventory was used as a data collection tool. One-way ANOVA was employed to examine whether there were significant differences on the overall and subscales scores of CCTDI between the two classes. Results showed that there were significant differences on the overall and self-confidence sub-scale of CCTDI between the two classes in the posttest. The positive findings provide an effective way for chemistry teachers to develop students’ critical thinking disposition.