Challenges in Implementing Critical Thinking Skills in Chemistry According to Malaysian Educators

Abstract

Malaysia education system aspires to develop students with critical thinking by introducing higher order thinking skills within the curriculum, therefore educators are encouraged to integrate critical thinking activities such as inquiry-based learning and problem-based learning during lesson. However, implementing critical thinking can be challenging to educators. Therefore, the purpose of this research was to explore educators’ experiences when applying critical thinking during their lesson. This qualitative study was conducted with purposive sampling technique as a means of data collection. Data was collected through in-depth interviews with seven respondents (four teachers and three lecturers in Chemistry education) who have more than five years of experience in the academic field. The transcripts from the interviews were analyzed thematically to discover challenges in implementing critical thinking skills. The findings indicated that myriads of challenges experienced by the respondents’ observations in employing critical thinking skills during teaching and learning lessons including not enough knowledge about critical thinking skills and students’ relying on their teachers to think.