Interdependence of Critical Thinking and Active Participation in Constructivist Learning for Public Secondary Students
DOI:
https://doi.org/10.48112/tibss.v2i3.880Abstract
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The interdependence appertaining to critical thinking and active participation of students in classrooms is a hallmark of 21st-century modern pedagogies. This research, as a case study of public schools in Karachi, has explored teachers’ perceptions, engagement, and cultivation of critical thinking skills, as well as the possible challenges encountered by teachers in fostering critical thinking through active participation. The research utilized qualitative data gathered through interview guides administered to teachers of a public school in Karachi. To validate research, FGD was also conducted with 6 teachers of the same school. The findings of the research indicate the reasons for the lack of active participation and cultivation of critical thinking among students. Parental involvement, lack of resources, language barrier, lack of continuous professional development (CPD), Negligence of Government in providing resources and poor educational policies are the themes that emerged from interviews. This research is significant in exploring the hindrances in the implementation of modern pedagogies that can pave the way for global discourses. Moreover, by exploring teachers’ perceptions, this study triggers an investigation of students' and parents’ perceptions regarding active participation in classes and accepting modern pedagogies.
Keywords:
Active participation, Constructivist learning, Continuous professional development, Critical thinking, Poor educational policies, Public secondary studentsReferences
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