Fostering Critical Thinking in Pakistani Secondary School Science: A Teacher's Viewpoint

Abstract

This qualitative narrative study explored a science teacher’s perceptions and lived experiences regarding developing critical thinking skills among secondary school students in Pakistan. An in-depth interview was conducted with a 45-year-old physics teacher with 18 years of teaching experience. The findings revealed that although the teacher recognized the importance of developing Critical Thinking (CT) skills for quality education and lifelong learning, the current teaching practices and examination system focused more on rote learning and passing exams. The teacher suggested using questioning techniques, relating concepts to daily life examples, group work, and hands-on practical activities to promote CT skills. However, large class sizes, lack of training, and pressure to produce good exam results were barriers. The study recommends revamping the exam system to assess CT skills, providing quality teacher training, and creating a supportive school environment. The findings contribute to understanding grassroots-level issues in developing CT skills in Pakistan.