Views of teachers and learners on the integration of critical thinking into the teaching and learning of Combined Science towards improved pedagogy. A case study.

Author
Makombore, A.
Title
Views of teachers and learners on the integration of critical thinking into the teaching and learning of Combined Science towards improved pedagogy. A case study.
Abstract
Despite the importance of critical thinking in Science education, learners' poor performance persists. This qualitative study investigates teachers' and learners' views on integrating critical thinking into Science teaching and learning. Interviews, lesson observations and document analysis were conducted with five teachers and twenty learners from selected secondary schools. Thematic analysis revealed that both groups recognized the value of critical thinking but faced challenges in implementation. Teachers cited inadequate training and resources, while learners struggled with applying critical thinking skills. The study highlights the need for professional development, curriculum reform, and learner-centered approaches to foster critical thinking in Science education. The findings have implications for policymakers, educators, and researchers seeking to enhance Science learning outcomes
Date
2024
Publisher
BUSE
Keywords
Combined Science
Supervisor
Dr. G. Zinyeka
Item sets
Department of Science and Mathematical Foundations
Media
MAKOMBORE ABRAHAM

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