ABSTRACT
This study examines the effectiveness of a training programme to improve kindergarten teachers’ ability in teaching critical thinking through science learning. The science learning programme is constructed from the Preschool Pathway to Science (PrePS) programme. Using a post-test only non-equivalent control group design, four teachers acted as an experimental group that received training on critical thinking in science learning consisting of critical thinking concepts, principles of early childhood education, science learning for preschoolers, and teacher’s role in teaching critical thinking. Three teachers acted as a control group. Observations using a checklist on the teachers’ behaviour in classroom were carried out a week after the training and were repeated three months afterwards. Results show that the experimental group consistently performed better than the control group in using more dialogue and open-ended questions, and when providing constructive feedback. The implication of this study is culturally relevant since dialogue and constructive feedback are not common in teacher–student interaction in an Indonesian setting.
