Abstract

This study aims to evaluate the pedagogical function of thought experiments in the graduate-level course “Scientific Research Methods and Ethics” based on students’ views. Thought experiments, used as an important method in the history of philosophy and science, are accepted as cognitive tools that support conceptual analysis, critical and creative thinking, and ethical reasoning processes. However, scientific research methods and ethics education are often limited to the transfer of theoretical knowledge; students’ ability to evaluate these principles in the context of concrete scientific practices and ethical dilemmas is not sufficiently developed. This study aims to examine the effect of integrating thought experiments into the course process on students’ scientific thinking, ethical evaluation, and multidimensional reasoning skills.The research was planned within the framework of a qualitative research approach using a survey model. The study group consists of 12 graduate students taking the “Scientific Research Methods and Ethics” course at the Philosophy Department of Ondokuz Mayıs University. The courses were conducted over twelve weeks, linking different thought experiments and historical scientific cases; data was collected from students through weekly written feedback with structured interview forms.. The data obtained were evaluated using content analysis methods. The findings show that thought experiments increased students’ interest in the course, contributed to their more comprehensive understanding of the historical and ethical dimensions of scientific methods, and encouraged them to develop alternative perspectives. Furthermore, it was observed that the conceptual uncertainty that emerged in some students created a productive cognitive tension that triggered critical thinking processes. In conclusion, the study demonstrates that thought experiments are an effective method for developing conceptual depth, critical reasoning, and ethical sensitivity in the teaching of scientific research methods and ethics.