Abstract:

Critical thinking is essential in STEAM education because it encourages learners to analyse information, evaluate evidence, draw conclusions and solve difficult problems. Enhancing problem-solving skills in STEAM education helps learners question, design, test, and develop solutions to real-world challenges. These 21st-century skills are critical in transforming knowledge and preparing learners to become active, reflective, and adaptive thinkers. STEAM education faces a global challenge because most learners cannot effectively apply these skills to solving problems. Learners rely on memorising concepts rather than deeper thinking and conceptual reasoning. The study aims to narrow this gap in the literature. Critical thinking and problem-solving develop when learners actively construct knowledge rather than absorbing information. Audio-visual simulations imitate real-life situations which support active learning and enhance critical thinking and problem-solving skills. Furthermore, social presence creates a supportive learning environment where learners share their ideas, question concepts, and collaboratively construct solutions.

This study examined the impact of incorporating Audio-Visual Simulations (AVSs) with social interaction to strengthen the critical thinking and problem-solving abilities of secondary school physical sciences learners over a six-month AVS intervention. Grounded in the Community of Inquiry (CoI) framework focused on social presence, this research employed a mixed method with embedded qualitative data. Participants comprised 100 Grade 12 physical science upgrade courses in South Africa. The intervention combined AVSs with collaborative engagement via WhatsApp to support social presence. Quantitative data were collected using the CoI questionnaire and analysed using SPSS descriptive statistics. Qualitative data was collected through focus group interviews and analysed using Atlas.ti. Social presence yielded a Cronbach’s alpha of .80, indicating good internal consistency. Over two-thirds of learners were satisfied with interacting with others during group discussions. Social presence enhanced their communication and collaboration skills, encouraged active learning, and promoted teamwork. Qualitative data confirmed that real-life audio-visual simulations and social interaction on WhatsApp improved critical thinking and promoted deeper conceptual understanding. Most learners used WhatsApp at various times to discuss and solve physical science problems. Some learners were able to effectively solve physical science-related problems on WhatsApp by using AVSs. The study offers innovative technology-based teaching and evaluation methods to improve learners’ critical thinking and problem-solving skills in secondary school STEAM education.

Keywords:

Critical thinking, problem solving, STEAM education, audio-visual simulations, social presence.