An In-service Training about Developing Materials Including Critical Thinking Elements

Abstract

This study aims to evaluate the effects of the in-service training called ‘Developing Materials Including Critical Thinking Elements’ by evaluating the knowledge, opinions and implementations of in-service biology teachers before and after the implementation. The study adopted convergent mixed method design which applies qualitative and quantitative research synchronously. In the training, fundamentals of critical thinking-based instruction, critical thinking-based activities and a sample biology unit were presented and discussed. The in-service training was delivered to 27 volunteer teachers as a formal, local in-service training of the Ministry of National Education, in twelve hours. The data were collected by teacher portfolios, pre and post “Critical Thinking Concept Test” and participant teacher semi-structured interviews. The participants evaluated the in-service training as useful. After the training, the teachers reported that their perceptions about students’ critical thinking attainment were changed, the activities presented during the in-service training had positive effects on their classroom instructions and they felt themselves more confident about developing and applying critical thinking activities. The concept test showed that the conceptual knowledge of the participants did not improve significantly. However, interviews and observations indicated that the procedural knowledge of the participants improved better than their declarative knowledge on how to support student critical thinking.