Co-occurrence of Critical Thinking Categories in Quantum Physics Education: Philosophical Approach and Skill-Level Analysis

This document presents co-occurrence tables from a qualitative study conducted with two cohorts of engineering students, focused on the development of critical thinking in the context of introductory quantum physics. The pedagogical intervention was grounded in a philosophy-based instructional approach aimed at fostering higher-order thinking. The six matrices (three per cohort) display co-occurrences among subcategories of analysis, synthesis, and evaluation, as defined by Bloom’s taxonomy. These tables highlight how cognitive categories were linked within individual responses, revealing patterns of association between critical thinking skills when students engaged with complex quantum concepts through dialogical and reflective strategies.