Philosophical Underpinnings of Critical Thinking in Life Science Education
DOI:
https://doi.org/10.17770/eid2026.1.102Keywords:
Cognitive Load Theory, Constructivism, Critical thinking, Life Sciences education, Pedagogy, Philosophical foundations, Self-Determination TheoryAbstract
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.
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