Abstract: The study was carried out in secondary schools in Goma Division, Mukono District, Uganda. It examined the connection between students’ critical thinking in history and political education and project-based learning (PBL). It specifically looked at the relationship between students’ critical thinking abilities and PBL’s collaborative activities, student autonomy, and real-world linkages. A quantitative correlational design was used for the investigation. Based on the recommendations of Robert V. Krejcie and Daryle W. Morgan, a sample of 205 participants was chosen from four schools utilising stratified and basic random selection approaches from an accessible population of 440 Senior Three and Senior Four children in 10 schools. A Likert-scale questionnaire was used to gather the data, which were then examined using Pearson correlation analysis and descriptive statistics. The results showed a strong positive correlation between students’ critical thinking abilities, real-world linkages (r = 0.609, p < 0.001), student autonomy (r = 0.412, p < 0.001), and collaborative PBL activities (r = 0.323, p < 0.001). In general, PBL showed a somewhat favourable correlation with students’ critical thinking (r = 0.540, p < 0.001). In order to foster competency-based and inquiry-oriented learning, the study indicates that PBL greatly aids in the development of higher-order thinking abilities in history education and suggests enhancing cooperative, autonomous, and real-world project activities.

Abstract: This study examined school management support of project-based learning in fostering critical thinking skills in secondary schools in the Ubungo Municipality which was guided by transformational leadership theory. The study adopted a convergent parallel design under a mixed-method research approach. The sample size of the study was 55 respondents out of 1306 population. Simple random, purposive and stratified sampling techniques were used to select teachers and heads of schools respectively. Instruments for data collection were questionnaires and structured interviews. Quantitative data adopted statistical analysis while the qualitative data were thematically analyzed. The study found that some factors such as poor learning environment, poor policy implementation inadequate financial support as well as difficulty in accessibility of teaching and learning materials hinder to the high extent the integration of project based learning in secondary schools. The study recommends that the Ubungo Municipality should provide a sufficient budget to schools so that school management can provide all necessary materials at the right time so that PBL can be effectively implemented by the teachers in schools.

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.