Content area
Abstract
With 21st-century skills being in the spotlight, teachers are expected to use modern pedagogical strategies to promote key skills such as collaboration and critical thinking. Critical thinking is promoted throughout the Social Sciences curriculum and various literature suggests that there is room for growth in intermediate phase Social Sciences as it can promote critical thinking skills.
This research explored how coding and robotics were used to foster critical thinking skills in the intermediate phase of Social Sciences. This qualitative case study was conducted within an urban primary school with six intermediate phase Social Sciences teachers forming part of the population. A constructivist-interpretive paradigm was used in this study. Semi-structured interviews and electronic questionnaires were used to conclude the data collection process within this study, which was conducted at this single urban primary school. Various themes were identified within the data analysis process, that were reported in the findings.
The literature review and findings of this study revealed that teachers need professional development to understand how coding and robotics align with the intermediate phase Social Sciences curriculum. Furthermore, the data suggests that by providing teachers with suitable training, they can also be advised on ICT resources essential for integrating coding and robotics to promote critical thinking skills in the intermediate phase of Social Sciences.