A confirmatory factor analysis of scientific critical thinking in secondary school

This study aimed to authenticate and verify the elements of Scientific Critical Thinking (SCT) among secondary students. Addressing the need for more confirmation of SCT components is crucial, as they play a pivotal role in fostering 21st-century skills. However, the absence of a validated framework for assessing SCT remains a significant challenge in educational research, highlighting the necessity for a systematic and robust approach to understanding its components. The survey study focused on Khon Kaen Primary Educational Service Area 1 students for the 2024 academic year. Using systematic random sampling, a sample of 591 students was selected from a population of 808. A self-assessment questionnaire on ‘Scientific Critical Thinking’ was developed and validated, consisting of 29 items across five hypothesized SCT components. Confirmatory Factor Analysis (CFA), including both first-order and second-order analyses, was conducted to validate the construct of the SCT model. This study developed and validated a comprehensive SCT framework, bridging existing gaps in previous research and providing a reliable tool for enhancing scientific critical thinking in secondary education. The five-component structure encompassed Student Orientation, Experimental Rationale, Versatile Presentations, Completion of Critical Thinking Tasks, and Assessment Explanation. The results confirmed the validity of these components, establishing a framework for understanding and advancing SCT among secondary school students. Additionally, the findings highlight the practical applicability of SCT in enhancing students’ scientific problem-solving and analytical abilities, which are critical for academic and professional success. The components demonstrated a structurally valid relationship, as indicated by goodness-of-fit indices aligning with the theoretical framework. The goodness-of-fit indexes of the first-order CFA model (x2 (N = 591) = 553.780, df = 367, p < 0.01, x2/df = 1.508, RMSEA = 0.029, SRMR = 0.031, CFI = 0.967, TLI = 0.964) and second order CFA model 2 are (x2 (N = 591) = 566.007, df = 372, p < 0.01, x2/df = 1.522, RMSEA = 0.030, SRMR = 0.031, CFI = 0.966, TLI = 0.963). Developed and validated a self-assessment tool for evaluating Scientific Critical Thinking (SCT) among secondary school students. Conducted Confirmatory Factor Analysis (CFA) to establish the structural validity of the SCT model. A five-factor model with 29 items demonstrated strong construct validity and reliability. Addresses the need for deeper analysis of the relationships between SCT components and their impact on science learning achievement. Provides a framework for enhancing SCT skills in science curricula and teacher training programs for secondary education. This study explores how Scientific Critical Thinking (SCT) skills can enhance students’ ability to analyze information, solve problems, and make informed decisions—essential skills in today’s fast-changing world. By focusing on five key components of SCT, the research developed a practical framework to help educators improve science learning for secondary school students. The study confirmed the framework’s reliability and relevance using a self-assessment tool and advanced statistical methods. The findings provide valuable insights for teachers, curriculum developers, and policymakers in designing effective learning strategies to foster critical thinking. These skills are crucial for academic success and preparing students to face real-world challenges confidently and creatively. This study emphasizes the importance of equipping young learners with the tools they need to thrive in a rapidly evolving society driven by science and technology.