The Effectiveness of Paul-Elder model critical thinking training on students' critical thinking skill

The purpose of this study is to evaluate the effectiveness of training critical thinking based on the Paul-Elder model, on students' critical thinking skill. The study method was quasi-experimental with Non-equivalent control group design and follow-up stage. The statistical population included all female students aged 15 to 18 years in Tehran. Using simple multistage sampling method, 40 students in grade ten were selected and put into two groups, 20 in the experimental group and 20 in the control group. After conducting the research, five students from each group were removed due to unwillingness to continue participating in the research, failure to complete the questionnaire in the post-test or follow-up stages. Interventions related to teaching critical thinking were performed in 10 sessions of 90-minute training, two sessions per week, for the students in the experimental group. The instrument of this research was the California Critical Thinking Questionnaire Form B. Multivariate analysis of covariance (MANCOVA) and SPSS software version 21 were used to analyze the data. The results showed that with pre-test control, there was a significant difference in increasing of critical thinking between experimental and control groups (p <0.05). This difference is also maintained in the follow-up stage. Therefore, it can be acknowledged that teaching critical thinking with Paul -Elder model leads to the promotion of critical thinking and this growth and development of levels of critical thinking will be maintained over time.