Integrating Socio-Scientific Issues to Foster Critical Thinking Skills in Science in Sto. Niño (VOLUME 2, ISSUE 17)

Abstract

In the 21st century, critical thinking is recognized as a fundamental skill in science education, enabling students to analyze evidence, make informed decisions, and engage responsibly with societal issues. This quantitative study employed a descriptive-correlational design to examine the integration of socio-scientific issues in science instruction and its influence on students’ critical thinking skills in Sto. Niño, South Cotabato. The study also aimed to provide a basis for proposing context-sensitive strategies for effective classroom implementation. Findings revealed a high level of integration of socio-scientific issues across all instructional domains, with real-life relevance, classroom discussion strategies, interdisciplinary approaches, and the use of authentic materials strongly evident. Regarding students’ critical thinking skills, the highest proficiency was observed in analyzing scientific arguments, demonstrating strengths in identifying evidence, evaluating reliability, recognizing biases, and assessing argument strength. Problem-solving skills, evaluative thinking, and decision-making reflected good competency but indicated areas for further development. Overall, students exhibited a generally high level of critical thinking skills, with analytical reasoning as the strongest area. Furthermore, socio-scientific factors showed only a weak and non-significant relationship with students’ critical thinking skills, suggesting that instructional practices play a more significant role in developing these skills than socio-scientific conditions. The study concluded that connecting science learning to real-world contexts, encouraging discussions, integrating multiple disciplines, and using authentic resources effectively foster critical thinking. Recommendations included implementing output-oriented instructional strategies and structured interventions to enhance problem-solving, decision-making, and evaluative thinking, thereby promoting meaningful and socially relevant science education. Keywords: instructional strategies, analytical reasoning, educational interventions, student engagement