VIRTUAL New Schools of Thought

Abstract

This paper draws on qualitative, in-depth interview data from eight lecturers at a New Zealand university to explore how lecturers integrate critical thinking skills into their teaching to foster these skills in students. A pedagogical framework for deep cognitive engagement is vital for the robust continuity of chemistry education. The paper argues that fostering critical thinking is among the most effective pedagogical strategies for enhancing student engagement and conceptual understanding in chemistry education, thereby mitigating the prevalent tendency of relying on rote memorisation. It explores how educators are prepared to integrate a critical thinking framework within their teaching practice and content delivery, supporting its impact on deepening students’ comprehension of chemical concepts. This paper aims to underscore its significance in promoting a more analytical and reflective learning experience by examining the practical application of critical thinking in chemistry instruction. The theoretical foundation of this study is grounded in the Paul and Elder Critical Thinking Framework. This study foregrounds the complexities surrounding lecturers’ pedagogical commitment to implementing a critical thinking framework in a chemistry degree program. The research explored lecturers’ understanding of critical thinking and how this understanding has influenced their teaching strategies. The findings reveal that many lecturers perceive the development of critical thinking in first-year chemistry students as more of an implicit experience rather than an explicit one. Additionally, lecturers exhibited a varied and inconsistent approach to incorporating critical thinking into their pedagogy, indicating an absence of a cohesive framework.