Abstract

• The primary purpose of this study was to investigate the impact of content-area work stations on critical thinking of Grade Nine physics students. In this study, nonequivalent control group design was used. Participants in this study were Grade Nine students from four selected sample schools in Yangon Region. Firstly, the intact classes from chosen schools were selected. Then, the selected samples were formed into two groups, the experimental and control groups. Before treatments period, both groups were administered a pretest. During treatment period, the experimental groups were taught by utilizing content-area work stations while the control groups were taught with formal teaching. At the end of the treatment period, all selected students had to take a posttest. The results of this study can explore the effectiveness of content-area work stations on critical thinking of students and using contentarea work stations can be one of the innovative teaching methods in physics teaching at Basic Education High School level in Myanmar.