چکیده (انگلیسی):

This study investigated pre-service teachers’ perceptions and utilization of critical thinkingin standard-based science education. A convenience sample of 120 pre-service teachersparticipated in the study by examining the United States’ National K-12 Science EducationStandards, using the Critical Thinking Attribute Survey (CTAS) originally developed andvalidated by the authors to measure critical thinking attributes. The main results of the studyidentified the science standards that exhibit critical thinking from the pre-service teachers’perspectives. The process-oriented standards, i.e., the inquiry, nature of science, technology,personal and societal perspectives had higher means than the content standards, of life,physical and Earth sciences. Several specific standard objectives are presented from topand bottom attribution to critical thinking. For example, standard benchmarks that arerated the highest included: think critically and logically to establish relationships betweenevidence and explanations; design and conduct scientific experiments; and acquire theabilities necessary to do inquiry investigations. Examples of the least standard benchmarksincluded: structure and function in living systems, transfer of energy, and properties andchanges of matter. Discussion is provided to connect results with the current literaturereview and models of critical thinking, along with recommendations and implications toteacher education and K-12 science education practice and research.