Critical Thinking as a Dynamic System: Tracking Nonlinear Development through Reading Study Worksheets in Elementary Science

Abstract

This study investigates the influence of science reading study worksheets on the nonlinear developmental trajectories of critical thinking skills in elementary students, employing dynamic system theory (DST) and moving min-max graph as an analytical tool. Through longitudinal tracking of 49 fifth-graders across eight science reading sessions, three key findings emerged: (1) critical thinking development followed a three-stage trajectory; (2) individual differences formed four distinct developmental patterns; (3) asynchronous development across critical thinking dimensions reflected system-level instability. By bridging DST with classroom analytics, this research provides educators with actionable tools to analyze students and support teaching practice.