A PRISMA-Guided Review of Critical Thinking Development in Physics Education Across Educational Levels and Topics
DOI:
https://doi.org/10.46328/ijres.6936Keywords:
Critical thinking, Project based learning, General physics, SLR/PRISMAAbstract
This systematic review aims to investigate and synthesize empirical evidence regarding instructional frameworks and assessment methodologies that effectively cultivate critical thinking within physics education. Adopting the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, the study analyzed high-quality, Scopus-indexed literature published between 2017 and 2024 using the primary search terms “critical thinking” and “physics education.” The findings identify Project-Based Learning (PjBL) as the most prevalent and consistently successful model for advancing student critical thinking. By engaging learners in applying physics principles to authentic, real-world challenges, PjBL fosters reflective practices and enhances complex problem-solving abilities. Most research focused on general physics, demonstrating success through measurable gains in student performance across key indicators: analysis, evaluation, and reflection. Article selection followed rigorous criteria, including instructional methodology, physics content scope, participant demographics, educational tiers, and analytical techniques. Ultimately, this review provides strategic guidance for educators and curriculum architects, emphasizing the necessity of student-centered, constructivist teaching. By deliberately embedding critical thinking into daily lessons, it transforms from an incidental byproduct into a foundational element of future-ready physics education.
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