Abstract:

The aim of this study is to study the impact of the Common Information Structure Model (OBYM) on the critical thinking skills of sixth class students, to reveal the relationship between students’ critical thinking skills and academic achievements and critical thinking skills and conceptual understanding levels. In this study, a semi-experimental method was used. The research study group consists of a total of 76 students, including 38 students from the control and experimental group, studying in the sixth class of a high school located in the center of the province of Trabzon. The data is collected with the Light and Sound Unit Critical Thought Test (IESDT), the Light and Sound Unit Success Test (ISBAT) and the Light and Sound Unit Conceptual Understanding Test (ISKAT). In the analysis of the data, the non-parametric Mann Whitney U-Test was used with the Wilcoxon-marked sequence test.  The Pearson Correlation Score has also been used to reveal the relationship between students’ critical thinking test scores and the success test and the conceptual understanding test. According to the findings obtained, the OBYM-based science teaching has been concluded to have an impact on the critical thinking skills of sixth class students. On the other hand, the conclusion is that there is a high level of correlation between the students’ critical thinking score and the conceptual understanding score and the critical thinking skills score and the success test score.

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