Teachers’ conceptions on the integration of critical thinking into the teaching and learning of science: a case study.
- Author
- Mutasa, I.
- Title
- Teachers’ conceptions on the integration of critical thinking into the teaching and learning of science: a case study.
- Abstract
- This qualitative research study investigated the conceptions and experiences of science teachers in integrating critical thinking skills into their teaching practices. Semi-structured interviews were conducted with 5 science teachers, and the data was analysed using thematic analysis. The study sought to explore teachers’ conceptions regarding the integration of critical thinking skills into the teaching and learning of science. Thus, a case study of one Secondary School in Makonde District of Mashonaland West province was done with a view to recommend strategies that can be adopted to enhance integration of critical thinking skills in Science Education. The findings revealed that teachers’ conceptions of critical thinking varied, with some emphasizing enquiry-based learning and others focusing on problem-solving skills. While teachers recognize the importance of critical thinking in science education, they faced challenges in implementing it in their classrooms, including limited resources and pressure to meet curriculum standards. The study highlights the need for professional development programs that support teachers in developing their understanding of scientific concepts and experiments as well as critical thinking and its integration into science teaching practices. The findings have implications for enhancing the quality of science education and promoting critical thinking skills among learners
- Date
- 2024
- Publisher
- BUSE
- Keywords
- teaching and learning
- conceptions
- Supervisor
- DR G. ZINYEKA
- Media
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MUTASA ITAYI