Comparing The Effectiveness of Critical Thinking Instruction Trough Carplus Cycle and Allegory Method on Cognitive processes of Analysis, Inference, Evaluation, Inductive and Deductive Reasoning

This study was conducted to examine the results of comparing critical thinking components instruction effectiveness (by metaphor and Karplus cycle), on cognitive processes of analysis, inference, evaluation, inductive and deductive reasoning of third grade guidance school female students in Saqez. An experimental method with the design of three control and experimental groups undergoing pretest and posttest was used. The research instrument was the California critical thinking Questionnaire. The subjects were selected from the thirth grade guidance school girl students in Saqez, using the multistage cluster sampling. The subjects were classified into control and experimental groups, randomly. A sample was comprised of 60 students, 20 in each group. Experimental treatment was conducted on the experimental groups during 12 sessions and then posttests for 3 groups were administrated on the subjects. Statistical analysis was conducted by analysis of multivariate-tests (MANCOVA) for all of research hypotheses. Results showed that the critical thinking components instruction by metaphor and Karplus cycle have significant effects on critical thinking components in the third grade guidance school female students (P