Exploration of Teachers’ Strategies to Promote Critical Thinking among Students in Two Chinese Vernacular Schools, Selangor
Critical thinking is one of the essential learning skills in 21st century education. Critical thinking empowers students to discover the truth; separating and distinguishing facts from opinions. With this skill, students learn how to discover the facts and figures for themselves rather than just learning a set of facts or figures. Teachers’ instructional strategies have direct implications and may determine the success or failure of promoting critical thinking skills into their teaching. The purpose of this study is to identify uncover the contextual practices on how teachers promote critical thinking skills in two Chinese Vernacular schools in Selangor, Malaysia. Although Chinese Vernacular schools in Malaysia have adapted to the Malaysian national identity, they are still preserving values and Confucius-style of education culture and system. Also, it intended to discover the challenges face by the teachers in incorporating critical thinking skills into their teaching. This study employed a qualitative survey research design. A total of 50 respondents from two Chinese Vernacular schools were participated in this study. This study used thematic analysis. Findings showed that the teachers faced challenges in a few factors. Implications and suggestion for future studies were discussed.