Development of critical thinking: issues and challenges to overcome at the Moroccan Primary Schools

Abstract

ABSTRACT This study aims to explore science teachers’ perceptions and highlight obstacles to their efforts for promoting critical thinking skills in classrooms. For this purpose, exploratory qualitative descriptive research was adopted. The study’s participants included 13 primary science teachers’. A semi-structured questions and an interview guide were used during one-on-one conversations with each participant. The results were analysed using a thematic approach. The data obtained highlight several obstacles as lack of critical thinking expertise among teachers’ and even in the school classrooms, unmotivated students’ and minimal contribution of the students’ parents. The study also suggests some areas for improvement including curriculum revision, promoting student autonomy and respect, emphasising activities that foster critical thinking.