Exploring critical thinking deficits in life sciences education in Johannesburg North District high schools, Gauteng

Abstract

This study examines the factors that hinder the development of critical thinking in Life Sciences education at high schools in the Johannesburg North District. Despite several curriculum changes from Outcomes-Based education, National Curriculum Statement and now Curriculum Assessment Policy Statement, learner performance remains low. This is mainly due to traditional, examination-focused teaching methods and systemic issues, such as language barriers and limited resources. The research is based on Constructivist Theory, Self-Determination Theory, and Cognitive Load Theory. These theories help explore how students build knowledge, stay motivated, and process information. The study uses a qualitative, interpretive approach and a multiple case study design. Participants included Life Sciences teachers and Grade 10 to 12 learners from selected public high schools. Data were collected through semi-structured interviews, learner questionnaires, classroom observations, and document analysis. Thematic analysis identified patterns related to teaching methods, assessment practices, and learning environments. Findings show a strong reliance on teacher-centred instruction, rote memorisation, and assessment-driven teaching, along with other barriers like a rigid curriculum and insufficient language support. The study enhances our understanding of how teaching and systemic factors influence critical thinking in Life Sciences. It also provides insights that can be applied to similar educational contexts. Recommendations include utilising inquiry-based learning, implementing formative assessments, employing language support strategies, and fostering stronger professional learning communities to enhance scientific literacy.