Empowering future physics teachers to cultivate critical thinking

Abstract

Critical thinking (CT) is essential in physics education, yet teacher education often lacks effective preparation. This exploratory study, based on Halpern’s CT framework, behavioural theories, and competency framework for critical thinking in physics education examines the challenges and attitudes of 28 German prospective physics teachers in a seminar on designing CT-integrated physics lessons. Inductive content analysis of discussions and pre-post questionnaire responses reveal that participants valued CT but struggled with topic selection and precise task formulation. The seminar enhanced their understanding of CT teaching’s feasibility, especially among sceptics. Findings provide insights into the key design principles for effective teacher education programs.