Abstract: The teaching of critical thinking is paramount in physics instruction, it is achieved through acquisition of critical thinking skills by learners. Consequently, teachers of physics ought to employ instructional strategies that foster the acquisition of the skills. This article explores an array of these strategies in detail, it also presents the history and nature of critical thinking, the role of critical thinking in science instruction and the challenges teachers of physics face in teaching critical thinking skills.

Received September 16, 2020; Revised November 26, 2020; Accepted December 6, 2020

Abstract: Teaching strategies used in implementing the curriculum are the arranged interactions of people and materials planned and used by teachers. They include the teacher’s role, teaching styles, and instructional techniques. However in practice, most programs combine elements of both direct instruction and free play. The purpose of the study was to establish the instructional strategies used by teachers in public early childhood education centers in Kenya. The study targeted 3105 Early Child Development Education (ECDE) teachers and heads in the 775 public ECDE centers in UasinGishu County, Kenya taking 341 respondents as a sample. The paper adopted survey and descriptive design utilizing quantitative research methods. A self-administered questionnaire was administered to collect information from the respondent. The study found that the ECDE teachers were using integrated technology strategy, cooperative learning structures in their classrooms, differentiated instruction in their classroom and incorporated play activities in their instruction. ECD teachers employed goal setting, cross-curriculum teaching and class-wide peer tutoring and assessment instruction as their instructional strategies. County education office should step up their oversight on early childhood education.

Received November 15, 2018; Revised February 22, 2019; Accepted February 26, 2019

Abstract: The purpose of this study was to investigate how learners with special needs in public primary schools were managed inclusively in Makueni County –Kenya, based on instructional strategies, learner engagement, resource materials, assessment, and physical environment. The study used concurrent mixed methods design. Purposively the study selected nine schools that had adapted inclusive education and had boarding facilities, county director of education, nine EARC officers in charge of special needs education in each sub-county, nine head teachers, teachers with/without special needs training, focus groups of learners with /without special needs and 18 support staff as respondents. Questionnaires were administered to 107 teachers who were present when data was collected, interviews, observations and documentation was done to verify how the special learners were managed. Teachers moderately used instructional strategies, assessments and engaged learners. Most schools had inadequate resources for managing learners with special needs inclusively. Physical environments in most schools were minimally adapted.