Philosophical Underpinnings of Critical Thinking in Life Science Education

Abstract

This study examines the philosophical foundations and pedagogical realities that influence the development of critical thinking in Life Sciences education. Guided by constructivist, self-determination, and cognitive load theories, the research explores how philosophical perspectives shape learners' reasoning, autonomy, and real-world application of knowledge. Using a qualitative approach, data were collected from six schools through interviews, focus groups, observations, and questionnaires. The findings highlight a significant tension between the philosophical ideals of inquiry-based learning and the dominant content-driven examination-focused practices. Although teachers recognise the importance of fostering reasoning and reflection, systemic constraints, such as syllabus pressures and limited resources, hinder implementation. The study suggests a philosophical shift from Essentialism towards Constructivism and Critical rationality, emphasising ethical reasoning, inquiry, and learner autonomy to transform Life Sciences education into a platform for critical engagement and intellectual independence.