Promoting Critical and Analytical Thinking Activities among the Learners: Accounts of Elementary Teachers

Abstract

This phenomenological study explored the experiences of teachers in promoting learners’ critical and analytical thinking of learners in Sto. Tomas West District, Division of Davao del Norte. This also investigated their coping mechanisms from the challenges they encountered, and their insights drawn from the findings of this study. Qualitative – phenomenological study was employed in exploring the views of the ten (10) elementary teachers of which primary instrument of data gathering was through in- depth interview. Major findings indicated that the experiences of teachers in promoting learners' critical and analytical thinking skills encompass a multifaceted exploration of pedagogical approaches, professional development, and assessment methodologies. Furthermore, the next exploration delves into three key coping mechanisms employed by educators to navigate these challenges effectively: technology integration and innovative tools, adaptive instructional strategies, and the cultivation of a growth mindset. Finally, the insights of teachers in promoting critical and analytical thinking skills among learners encompass a rich tapestry of methodologies, strategies, and valuable observations that shape the educational landscape. The three major themes were student engagement and active participation, inquiry-based learning and real-world applications, and assessment for learning and feedback strategies. The research implications stemming from the study on promoting critical and analytical thinking skills among learners are profound and hold significant implications for educational practices and policy considerations. The findings of this study provide valuable insights into effective pedagogical strategies, challenges faced by educators, and successful interventions in cultivating these cognitive abilities.