Abstract
Science education aims to develop scientific literacy among students that will prepare them to make judgments and decisions regarding the applications of scientific knowledge. Teachers play a crucial role in effectively developing the critical thinking of the students. This mixed-method research aims to explore how teachers exemplify POE strategies based on their typology, process, and structure and how they practice POE strategy as a thinking skill. A survey questionnaire was administered to generate data to answer the research questions. The generated quantitative data were analyzed using descriptive statistics to determine whether the teachers exemplified the POE strategy as a pedagogical approach in performing science experiments. The qualitative data were analyzed and grouped according to the six (6) core critical thinking skills indicators, namely, interpretation, analysis, evaluation, interference, explanation, and self-regulation. Results show that teachers highly exemplified POE as a pedagogical strategy for performing science experiments. Results also show that teachers' POE strategy helps the students develop critical thinking skills based on the six core critical thinking skill indicators. As science teachers, POE strategies should be considered as a pedagogical inquiry-based approach to develop the critical thinking of students.
