Enhancing high school students’ critical thinking through the historical models of gene function

Abstract

Developing students' critical thinking skills is one of the most significant challenges in contemporary education, particularly within K-12 settings. Numerous strategies have been proposed to foster the development of critical thinking among students. This study advocates for a historical approach that utilizes various models of gene function—namely Mendelian, Classical, Biochemical-Classical, Neoclassical, and Modern models—which were previously proposed in earlier research. The aim is to assist students in acquiring new knowledge in a comprehensive, logical, and systematic manner. By examining the problem of genes from the beginning of their developmental trajectory, students gain insights into the evolution of gene functions from multiple perspectives. This approach helps them understand the conflicts that arise during research processes related to gene functions, evaluate the advances and limitations of discoveries in this field, and thereby enhance their critical thinking skills. The study assessed students' critical thinking based on five key elements: (1) a comprehensive and objective examination of scientific knowledge; (2) analysis of conflicts within or between scientific paradigms; (3) justification of proposed resolutions and predictions of future trends; (4) unbiased evaluation of conflict resolution strategies, including their strengths and weaknesses; and (5) identification and correction of errors in the resolution process. The findings indicated that these five elements of critical thinking are strongly interconnected and are essential components of critical thinking. Additionally, experiencing historical models of gene function has a positive impact on students' critical thinking.