Junior high school integrated science teachers’ knowledge level and ways of promoting critical thinking among pupils in Cape Coast

Abstract

The study investigated integrated science education at the JHS level and the promotion of critical thinking among pupils in Ghana, particularly the Cape Coast Metropolis. A concurrent mixed method design was used in the study. The census technique was used to select all 192 Junior High Schools teachers in all 64 schools in the Cape Coast Metropolis. A survey questionnaire, semistructured interview guide and observation guide were used to sample the respondents. Descriptive statistics such as frequency and percentage were used in the representation of the results. However, the study revealed that teachers show convergence in their teaching methods and the type of relationship they create with their students. The methods of instruction and materials, the structure of the curriculum and content of the syllabus used by the teachers in teaching integrated science in the Junior High School promote critical thinking in the Cape Coast Metropolis. Junior High School Integrated Science Teachers in the Cape Coast Metropolis showed weakness in the inclusion of critical thinking in the classrooms. The challenges that affect the implementation of critical thinking include lack of clarity of the concept of critical thinking and explicit guidelines for showing what to expect from the students. It was recommended that the Ministry of Education, science educators, curriculum develops and other agencies responsible for reviewing the Junior High School Integrated Science curriculum should include critical thinking in all topics in the curriculum.