Teaching Critical Thinking in Science: Perceptions and Practices of Secondary School Science Teachers in Panjgur, Balochistan

Abstract

Critical thinking is an essential skill in science education, enabling students to analyze, evaluate, and synthesize information for problem-solving and informed decision-making. The aims of the study to explore that to what extent science teachers are familiar with the concept of critical thinking and practicing its development strategies in their classrooms secondary schools in Panjgur, Balochistan, as this study is confined to the 24 male secondary schools in Panjgur. Using a qualitative research design, data was collected through semi- structured interviews with 15 secondary school science teachers to gain insights into their perceptions, instructional strategies, and the challenges they face in fostering critical thinking among students. Data were analyzed through a thematic approach. The findings reveal that while teachers recognize the importance of critical thinking, their perceptions often focus on problem-solving rather than broader cognitive and dispositional aspects such as open- mindedness and analytical reasoning. Various pedagogical practices were identified, including classroom discussions, Socratic questioning, inquiry-based learning, cooperative learning, and project-based assignments. However, several barriers hinder the effective implementation of these strategies, including a rigid curriculum, examination-driven education, lack of teacher training, inadequate resources, and large class sizes. This study highlights the need for professional development programs to enhance teachers’ ability to integrate critical thinking into their teaching. It also emphasizes the importance of curriculum and assessment reforms that encourage higher-order thinking skills. Addressing these challenges through improved training, resource allocation, and pedagogical innovation will be crucial in equipping students with the critical thinking skills necessary for academic success and real-world problem-solving.