A Study on Scientific Thinking Skills and Professional Experience of Teachers

Sholpan Saparbaikyzy, Fatima Assilbayeva, Ademi Botabayeva, Olga Kim, Zhanna Akparova, Malika Bekbayeva
714 618


Scientific thinking is considered as a cognitive process in which the underlying causes of a basic problem are solved. It is of great importance for teachers to have scientific thinking skills to improve their professional lives, to create effective learning environments, to continuously question the events and processes in the classroom, to carry out research, to identify problems and to produce solutions. The aim of this study is to determine whether there is a significant difference between teachers' scientific thinking skills and variables such as gender, seniority and branch. The research was conducted based on the comparative descriptive survey model. The data obtained concerning the demographic characteristics of the teachers were analyzed with frequency and percentage techniques. In the analyses between the demographic characteristics of the subjects and their scientific thinking skills, arithmetic mean, t-test and one-way analysis of variance (ANOVA), which were selected according to the characteristics of the groups, were used. For the research, the Scientific Thinking Skills Scale developed by Göktürker (2005) was adapted into Kazakh and applied to the teachers. According to the findings of the study, the scientific thinking skills of the participant teachers were found to be at a medium level. In addition, significant differences were found in teachers' scientific thinking skills according to gender, branch and professional seniority factors.


Scientific thinking skills, Teachers, Teaching profession, Professional practice, Research activity of a teacher

Full Text:



Saparbaikyzy, Sh., Assilbayeva, F., Botabayeva, A., Kim, O., Akparova, Z., & Bekbayeva, M. (2023). A study on scientific thinking skills and professional experience of teachers. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(3), 570-585. https://doi.org/10.46328/ijemst.3308

DOI: https://doi.org/10.46328/ijemst.3308


  • There are currently no refbacks.

Copyright (c) 2023 International Journal of Education in Mathematics, Science and Technology


International Journal of Education in Mathematics, Science and Technology (IJEMST) 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editors: Mack Shelley & Ismail Sahin

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)