Abstract:

The purpose of this research was to develop strategies for teaching critical thinking in Grade 10 physical sciences learners. The research has been a result of different reports from institutions of higher learning and the industry that high school products are incapable of critical thinking. Action research with a mixed methods approach was conducted for data collection and analysis. Components of Pedagogic Content Knowledge comprising knowledge of instructional strategies formed the basis of the research. Purposive sampling was used to select two schools from eight schools in the Mashishila circuit from which the two teachers of physical sciences participated in the teaching of the learners. Data were gathered through observation of the lessons taught and the written work by the learners. The lessons were video recorded by one of the researchers and transcribed on the same day of recording. Explicit interactive instruction strategies with scaffolding strategies were developed for teaching critical thinking. Lawson’s 2000 Classroom Test of Scientific Reasoning was given to the learners as a pre and posttest. The results of the paired t-test showed that there was statistically significant difference between pre and posttest scores. The teachers showed the need for support in implementing the strategies in the teaching of critical thinking and also in getting the necessary instructional media to use in the process.

Keywords:

Action research, critical thinking, instructional strategies, pedagogic content knowledge, physical sciences.