Epistemology

Psychology

Communication

Social psychology

Philosophy

Critical thinking

Personality

Test (biology)

Biology

Mathematics education

Affect (linguistics)

Personality type

Argumentation theory

Paleontology

Cypriot Journal of Educational Sciences

This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates’ teachers in terms of personality type and gender. This research is quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analysed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model. &#x0D; &#x0D; Keywords: Problem-based learning, gender, critical thinking, personality type

Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates