Exploring the Perception and Understanding of Malaysia Public University Lecturers on Critical Thinking Skills in Chemistry Using Facione’s Critical Thinking Model

Abstract

Teaching and learning critical thinking skills is not a foreign concept in education, especially in tertiary education. This study investigates the perception and understanding of Malaysia public university lecturers on critical thinking skills in chemistry. A semi-structured interview was conducted on three chemistry education lecturers, selected using purposive sampling. The interview transcripts were then analyzed to form themes for the study. The findings show that interpretation, making inference, analysis, evaluation, explanation, and self-regulation is suitable for chemistry.