A Study of Critical Thinking of Learners and Associated Challenges

What is it about?

The teaching and learning of science entail a set of complex and interrelated tasks and skills ranging from testing prior knowledge to eventually connecting newly constructed knowledge to real-life situations. Yet, there is still little research reporting how teachers make instructional decisions based on learners’ prior knowledge in this technological-driven era, characterizing the Fourth Industrial Revolution.

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Why is it important?

One of the aims of teaching and learning science is to promote learners’ scientific reasoning and critical thinking through a process of criticality. Available studies show that teachers still encounter difficulties tapping on learners’ prior knowledge through the use of appropriate instructional practices during their lessons to foster critical thinking.