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.
