@article{10.11648/j.tecs.20261103.14,
  author = {Mrithi Joselyn Kawira and Ituma Monica Gakii and Ogembo John Otieno},
  title = {Scaffolding Critical Thinking in Competency-Based Curriculum: Evidence from Integrated Science Instruction in Public Junior Schools in Nairobi County, Kenya},
  journal = {Teacher Education and Curriculum Studies},
  volume = {11},
  number = {3},
  pages = {137-150},
  doi = {10.11648/j.tecs.20261103.14},
  url = {https://doi.org/10.11648/j.tecs.20261103.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20261103.14},
  abstract = {Critical thinking is widely recognized as a foundational skill for effective participation in the workforce and responsible citizenship. It involves analyzing, evaluating, and interpreting information to draw well-reasoned, defensible conclusions. The introduction of the Competency-Based Curriculum in Kenya, under the Competency-Based Education holistic approach, has included critical thinking as one of its core competencies. The study sought to determine how teachers are scaffolding critical thinking during the preparation and presentation of Integrated Science instruction in public junior schools in Nairobi County, Kenya. The study adopted a mixed-methods descriptive research design. The target population was 8,259 respondents: 7,598 learners, 643 teachers, and 18 Curriculum Support Officers (CSOs). The sample consisted of 382 respondents: 46 teachers, 328 learners, and 8 CSOs. Representative samples were selected through proportionate and systematic sampling. Data were collected using questionnaires and interviews. Quantitative data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS, Version 30.0), while qualitative data were analyzed thematically. The findings indicated that although teachers adopted learner-centered approaches, they faced significant challenges in planning and implementing critical-thinking strategies, mainly conceptual links, inquiry, evidence-based reasoning, reflection, and real-world application of scientific concepts. The study also identified curriculum interpretation as a barrier to implementing critical-thinking instruction, resulting in a gap between teachers' perceived skills and actual classroom practices. The findings inform educators on the status of implementing critical thinking under Competency-Based Education and highlight challenges experienced by teachers. The study concludes that teachers encounter difficulties in developing Integrated Science instruction that scaffolds critical thinking and recommends the development of a structured instructional design model to help them design such instruction.},
 year = {2026}
}

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TY  - JOUR
T1  - Scaffolding Critical Thinking in Competency-Based Curriculum: Evidence from Integrated Science Instruction in Public Junior Schools in Nairobi County, Kenya
AU  - Mrithi Joselyn Kawira
AU  - Ituma Monica Gakii
AU  - Ogembo John Otieno
Y1  - 2026/09/20
PY  - 2026
N1  - https://doi.org/10.11648/j.tecs.20261103.14
DO  - 10.11648/j.tecs.20261103.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 137
EP  - 150
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20261103.14
AB  - Critical thinking is widely recognized as a foundational skill for effective participation in the workforce and responsible citizenship. It involves analyzing, evaluating, and interpreting information to draw well-reasoned, defensible conclusions. The introduction of the Competency-Based Curriculum in Kenya, under the Competency-Based Education holistic approach, has included critical thinking as one of its core competencies. The study sought to determine how teachers are scaffolding critical thinking during the preparation and presentation of Integrated Science instruction in public junior schools in Nairobi County, Kenya. The study adopted a mixed-methods descriptive research design. The target population was 8,259 respondents: 7,598 learners, 643 teachers, and 18 Curriculum Support Officers (CSOs). The sample consisted of 382 respondents: 46 teachers, 328 learners, and 8 CSOs. Representative samples were selected through proportionate and systematic sampling. Data were collected using questionnaires and interviews. Quantitative data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS, Version 30.0), while qualitative data were analyzed thematically. The findings indicated that although teachers adopted learner-centered approaches, they faced significant challenges in planning and implementing critical-thinking strategies, mainly conceptual links, inquiry, evidence-based reasoning, reflection, and real-world application of scientific concepts. The study also identified curriculum interpretation as a barrier to implementing critical-thinking instruction, resulting in a gap between teachers' perceived skills and actual classroom practices. The findings inform educators on the status of implementing critical thinking under Competency-Based Education and highlight challenges experienced by teachers. The study concludes that teachers encounter difficulties in developing Integrated Science instruction that scaffolds critical thinking and recommends the development of a structured instructional design model to help them design such instruction.
VL  - 11
IS  - 3
ER  - 

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