ABSTRACT

Introduction When asked to write a chapter on the relationship between post-formal thinking and science learning, I must admit that I was at a loss. In science learning, we discuss lower-order thinking, higher-order thinking, and even critical thinking. Contemporary science education research (SER), particularly physics education research (PER), is very dominated by Piagetian theory. Naturally, the peak of Piagetian development is the formal operations stage; reaching this stage is considered quite good in science learning standards.