EFFECTIVENESS OF FREIREAN DIALOGIC PEDAGOGY IN THE DEVELOPMENT OF CRITICAL THINKING AND SELF-CONCEPT OF ELEMENTARY SCHOOL STUDENTS

Abstract

In the 21st-century knowledge economy, critical thinking and self-concept are recognized as essential competencies for student success in academic and real-life contexts. This experimental study investigates the effectiveness of Freirean Dialogic Pedagogy in enhancing critical thinking and science-related self-concept among eighth-grade students at Horizon Science High school D.I.Khan. A total of 50 students were randomly assigned to control and experimental groups using the Fisher Bowl method. The experimental group received instruction through Freirean dialogic teaching model, while the control group followed traditional teacher-centered methods. Pretest and posttest data were collected using the Science Critical Thinking Test (SCTT) and the Self-Concept Inventory (SCI). Data were analyzed using independent and paired sample t-tests. Results showed significant improvements in both critical thinking and self-concept for the experimental group, with large effect sizes, while the control group demonstrated no meaningful change. The findings suggest that dialogic pedagogy is a powerful instructional approach for fostering both cognitive and affective growth in science education. The study recommended that educators and curriculum developers integrate dialogic teaching strategies into science classrooms to promote both intellectual growth and positive self-perceptions among learners.