Pedagogical challenges and possibilities of critical thinking in the culturally diverse classroom: connecting secondary science teaching with STEAM approach

This paper explores activities that influence the critical thinking practice of secondary science classrooms in Nepal. This study aims to explore the pedagogical challenges of critical thinking practices in science teaching in a culturally diverse classroom in a STEAM-focused teaching space. A critical case study was used based on the qualitative research approaches. Purposively selected science teachers and students of selected school were participants in this study. A focus group interview was conducted with students and classroom observation and an open-ended interview was conducted with the science teacher to pursue the research objectives. The thematic analysis indicated that both pedagogical strategies and contextual linkages of science teaching were seen as appropriate means for both teachers and students to build critical thinking skills in school science learning. Scientific critical thinking (SCT) model seemed to show some effectiveness in present days connecting science teaching with STEAM education, however, SCT use was not found in science teaching. Despite having training and professional development opportunities, science teachers lack the practical knowledge and skills to implement critical thinking strategies in culturally diverse classrooms. This study implies a pedagogical shift from rote, exam-centred teaching to a more inclusive and critical thinking-oriented teaching approach in science classrooms.