Comparison of problem-solving ability and critical thinking of elementary students according to teacher-centered and student-centered educational style in non-profit schools of Shiraz

The purpose of this study was to determine difference between problem solving ability and critical thinking of elementary students of non-profit schools in Shiraz with two teacher-centered and student-oriented educational styles. The present study is an analytical-comparative study. The statistical population of this study is all elementary students of non-profit schools in Shiraz, who studied in the academic year 1396-97. The sample consisted of 240 students with two teacher-centered and student- oriented educational styles. they were selected in the simple non-random (targeted ) sampling. The used scales included Hepner-Wattsrens problem-solving questionnaire and Ritex Critical Thinking Questionnaire. Data were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (independent t-test and ANOVA). The results showed that The average of problem-solving ability and Critical thinking of students with a student-centered learning style were more than teacher-centered.