Correlation between Socratic Questioning and Development of Critical Thinking Skills in Secondary Level Science Students

Abstract

This study explores the nature of relationship between Socratic questioning and development of critical thinking skills in respective students. Critical thinking skills are considered crucial for individual’s survival in digital era of information processing. Social interaction in classroom is considered beneficial for development of critical thinking skills. It was a correlational research conducted in Provincial public schools of Rawalpindi. Population constituted science teachers teaching at secondary school level and science students of secondary level. Sample of five interactive science teachers was drawn purposively from the population and their respective 125 students studying at grade 10^th were also selected to assess the developed skills. Data was collected using two instruments; observation sheet for teachers and observation sheet for students. Reliability coefficient for both instruments were .80 and .82 respectively. Data was analyzed through SPSS calculating Pearson r correlation coefficient. Results shown successive increase in development of student’s reflective thinking and reasoning skills after engaging them in learning via Socratic questioning. It is concluded that Socratic questioning and development of critical thinking are strongly positively correlated. It is suggested to train teachers for better utilization of questioning while teaching science at secondary school level.