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Introduction

In recent years, there has been a growing emphasis on the importance of critical thinking skills in STEM (Science, Technology, Engineering, and Mathematics) education. Critical thinking is a key component of problem-solving and decision-making in these fields, and is essential for students to be successful in their academic and professional endeavors. However, many educators struggle to effectively promote critical thinking among their students.

This thesis aims to explore various strategies for promoting critical thinking in STEM education. By examining the current literature, conducting research, and analyzing findings, this study seeks to provide educators with evidence-based practices that can be implemented in the classroom to enhance students’ critical thinking skills.

Table of Contents

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Overview of Critical Thinking in STEM Education
2.2 Importance of Critical Thinking in STEM Fields
2.3 Current Practices for Promoting Critical Thinking
2.4 Challenges in Promoting Critical Thinking in STEM Education
2.5 Theoretical Frameworks for Critical Thinking
2.6 Technology and Critical Thinking in STEM Education
2.7 Assessment of Critical Thinking Skills
2.8 Professional Development for Educators
2.9 Diversity and Inclusion in Critical Thinking Instruction
2.10 Future Directions for Promoting Critical Thinking in STEM Education

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis Procedures
3.5 Ethical Considerations
3.6 Pilot Study
3.7 Instrumentation
3.8 Limitations of the Study

Chapter 4: Discussion of Findings
4.1 Overview of Findings
4.2 Analysis of Data
4.3 Comparison with Existing Literature
4.4 Implications for Practice
4.5 Recommendations for Future Research

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusion
5.3 Practical Implications
5.4 Recommendations for Educators
5.5 Limitations of the Study
5.6 Directions for Future Research

Thesis Overview

Critical thinking is a crucial skill that students must develop in order to succeed in the fields of science, technology, engineering, and mathematics (STEM). This thesis explores strategies for promoting critical thinking in STEM education, with a focus on evidence-based practices that can be implemented by educators to enhance students’ critical thinking skills.

The literature review provides an overview of the importance of critical thinking in STEM fields, current practices for promoting critical thinking, challenges in implementation, theoretical frameworks, technology integration, assessment methods, professional development, and considerations for diversity and inclusion. By examining these key areas, educators can gain a better understanding of the factors that influence critical thinking in STEM education.

The research methodology section outlines the design of the study, participant demographics, data collection methods, analysis procedures, ethical considerations, and limitations. By following a rigorous research design, this study aims to provide reliable and valid findings that can inform educational practice.

The discussion of findings chapter presents an analysis of the data collected, comparisons with existing literature, implications for practice, and recommendations for future research. By synthesizing the results of the study, educators can gain insights into effective strategies for promoting critical thinking in STEM education.

In conclusion, this thesis offers valuable insights into the promotion of critical thinking in STEM education. By applying the evidence-based practices outlined in this study, educators can enhance students’ critical thinking skills and prepare them for success in their academic and professional pursuits.

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