From rote learning to critical inquiry: fostering higher order thinking skills through collaborative questioning in a rural secondary English-medium science classroom

Abstract

Fostering higher-order thinking for inquiry-driven learning is a critical priority in Sri Lanka’s English-Medium Instruction (EMI) science classrooms, where examination-oriented learning and English language barriers limit critical thinking and meaningful cognitive engagement. This practitioner interventionist action research (PIAR) examined how to foster higher-order thinking (HOT) in EMI science classrooms in Sri Lanka. Twenty-one eighth-grade students participated in a mixed-method, quasi-experimental single-group pre-test/post-test design. The intervention comprised two strategies: “What If” questioning and “Notice and Wonder” within collaborative groups. Findings revealed a significant improvement in HOT, with students' mean test scores increasing from pre- to post-test. Qualitative analysis of student perceptions and teacher reflections indicated enhanced deeper cognitive engagement by necessitating co-construction of knowledge through peer feedback and increased problem-solving autonomy - shifting students towards a more analytical mindset. Students also demonstrated greater curiosity and willingness to engage with complex scientific concepts. By showing how simple yet intentional strategies can expand learning opportunities in linguistically and resource-constrained EMI contexts, this study contributes to understanding how HOT can be cultivated in environments where rote memorization dominates. The study provides insights into effective pedagogic practices, curriculum design, and education policy. It also suggests that targeted interventions can transform classroom culture by bridging language, content, and thinking skills gaps in science education.