Critical Thinking - Research Project, 2021.

The Project

Thank you for your interest in my critical thinking research project. I really appreciate your time. I know that time is precious so I’ll explain simply.

I am attempting to see if there is a correlation between critical thinking (CT) aptitude scores and critical thinking pedagogy in the science classroom. I will also evaluate the perceived effectiveness of critical thinking techniques in the science classroom.

Why the Science Classroom?

Though studies have reported that critical thinking is more abundant (via curriculum design) in the science classroom, it is unknown if teacher critical thinking aptitude is a factor in critical thinking pedagogy in the science classroom.

Additional factors I will investigate are:

• The relationship between pedagogy and critical thinking reflection in students
• The relationship between critical thinking aptitude and perceptions of effectiveness.

How will this work?

After you express your interest. I will record your email. I will contact you at a later date if you are chosen for the study. Names will be selected randomly and you will then be emailed more detailed information about the research project. You must sign and agree that you understand the study, its purpose, and that you consent to participate. There is no promised compensation for this study. However, you will be entered into a raffle to win a $200 Amazon Gift card or you may donate to a charity of your choice. 5 participants will be randomly chosen.

Once chosen for the study, you will be given a link to take a critical thinking survey online. Most teachers take about 12-15 minutes to complete.

At the conclusion of the survey, within 24 hours, you will be sent an email to take the Critical Thinking Assessment. This assessment can take between 25 to 45 minutes. Please allow an hour of uninterrupted time to complete these tasks.

The Results and Benefit

Data from the results may inform us on whether teachers’ critical thinking scores have an impact on pedagogy and classroom engagement. If the null hypothesis is rejected, I would suspect that since critical thinkers are more frequently engaged in self-reflection and analysis of where they are in space and time (reading the room), they may be at an advantage in how they deliver instruction to their students (terrestrially, in particular) Students, may benefit from the trickle-down impact of such reflective behavior.

Studies have revealed that critical thinking can be improved so this study could open up newer avenues of professional development which could benefit not only teachers and students in the science classroom, but society as a whole.

If interested, please just send an email to: 10176675@mylife.unisa.ac.za or sciencerocks@reginaldfinley.com

I will reach out to you within 7 days if you have been selected after randomization. Thank you so much!!

— Mr. Reginald Finley, Sr, Ph.D.(c)

Phone: 770-331-2495