Application of Critical Thinking-Based Teaching Methods in Social Studies Lessons

Abstract

The purpose of this study is to reveal the effects of critical thinking-based teaching applied in 6th grade social studies lessons on students' critical thinking tendencies and academic achievement. The research was conducted using a mixed-methods design, specifically an explanatory sequential design. Accordingly, a quantitative method was used first. In the second stage, a qualitative method was employed to provide a more in-depth explanation of the data obtained through the quantitative method. The study group consisted of sixth-grade students at a public school during the 2024-2025 academic year. Classes were randomly assigned to the experimental group (29 students) and the control group (29 students) using cluster sampling. In the experimental group, lessons were taught using critical thinking-based teaching, whereas in the control group, lessons continued using the methods of the teaching program. The data for the study were obtained using a critical thinking tendency scale, an achievement test, observations, and interview forms. The quantitative data obtained in the study were analyzed using the Mann-Whitney U-test and independent groups t-test. Qualitative data were analyzed using content analysis. The results of the study showed that critical thinking-based teaching applied in the experimental group in social studies lessons was more effective in increasing critical thinking tendencies and academic achievement than the methods prescribed by the social studies teaching program. Another result of the study was that critical thinking-based teaching contributed significantly to students' active participation, responsibility, motivation, ability to create collaborative products, questioning, and sensitivity to problems. Additionally, the students in the experimental group found the application enjoyable and positive. Given these contributions of the application, it is recommended that critical thinking-based teaching be implemented in different grade levels of social studies. Enriching the social studies curriculum and textbooks with activities that develop critical thinking would be beneficial.