شبكة المعلومات العربية التربوية

The study aimed to identify the relationship between critical thinking skills and cognitive curiosity, and the differences between them according to the educational level (bachelor – postgraduate), and the academic achievement. Watson-Glaser critical thinking scale and Litman scale for cognitive curiosity were applied. The study sample consisted of (238) female students of Education College in King Saud University. The results showed that there was an average level of critical thinking and cognitive curiosity among female students, and differences in all critical thinking skills (assumptions, interpretation, deduction, conclusion, evaluation of arguments) and the total score for postgraduate students. There were differences in cognitive curiosity for postgraduate students and differences in critical thinking skills in (assumptions, conclusion) and the total degree of critical thinking attributed to the academic achievement for higher GPA. There were differences between students in cognitive curiosity according to the academic achievement for higher GPA. There is a correlation between cognitive curiosity and both critical thinking skills (assumptions, education, inference and interpretation) and the total score for critical thinking. No correlation between cognitive curiosity and one of the critical thinking skills, was found evaluating arguments. (Published abstract)