By Ferdinand Ellis
Lecturer | Education Blogger | Curriculum Specialist | Researcher | Policy Analyst
Publication: EducateGhana.com
Publication Date: November 6, 2026
Category: Education Research | Curriculum and Pedagogy
Article Type: Pillar Education Explainer
Author: Ferdinand Ellis
Article Information
| Publication Detail | Information |
|---|---|
| Publication | EducateGhana.com |
| Author | Ferdinand Ellis |
| Date | November 6, 2026 |
| Category | Education Research |
| Article Type | Pillar Education Explainer |
| Focus Area | STEM Education |
| Primary Topic | Critical Thinking and Problem-Solving |
| Geographic Focus | Ghana |
| Editorial Status | Research-informed educational analysis |
In Brief
Science, Technology, Engineering and Mathematics (STEM) education can help learners develop critical thinking and problem-solving skills by engaging them in investigations, practical activities, experimentation and real-world challenges. In Ghana, these competencies are already reflected in the national curriculum. Their effective development, however, requires teachers to move beyond the transmission of scientific facts and create opportunities for learners to question, investigate, analyse evidence, design solutions and evaluate their results.
Key Takeaways
- STEM education provides opportunities for learners to apply knowledge to practical problems.
- Critical thinking involves questioning information, examining evidence, comparing alternatives and making reasoned decisions.
- Problem-solving develops through identifying challenges, planning solutions, testing ideas and evaluating outcomes.
- Ghana’s curriculum identifies critical thinking and problem-solving as core competencies.
- Project-based, inquiry-based and collaborative learning can strengthen these skills when supported by effective teaching.
- Schools need trained teachers, appropriate learning materials and practical assessment methods to make STEM education effective.
Understanding Critical Thinking and Problem-Solving in STEM Education
STEM education integrates knowledge and skills from science, technology, engineering and mathematics to help learners understand the world and respond to practical challenges.
Its educational value extends beyond the acquisition of scientific and mathematical knowledge. Learners also need to develop the ability to examine situations, identify problems, interpret information, evaluate possible explanations and make informed decisions.
Critical thinking refers to the ability to examine information and ideas carefully before accepting conclusions. A critical thinker asks questions, considers evidence, identifies assumptions and evaluates different viewpoints.
Problem-solving involves recognising a challenge, understanding its causes, generating possible solutions, selecting an appropriate approach, implementing it and assessing the outcome.
The two competencies are closely connected. Critical thinking helps learners understand a problem and judge possible solutions, while problem-solving enables them to apply their reasoning to practical situations.
For example, when learners investigate why water collected in a school container becomes contaminated, they must identify possible sources of contamination, formulate questions, collect evidence and propose ways to improve water safety. This process requires scientific knowledge, reasoning and practical decision-making.
The National Academies’ Framework for K–12 Science Education similarly emphasises scientific and engineering practices such as asking questions, conducting investigations, analysing data, constructing explanations and designing solutions.
Related reading
- BSTEM in Action: How Practical STEM Learning Is Changing Ghana’s Basic Schools
- Ferdinand Ellis Explains: Why Teachers were Excluded from the 1% Conditions of Service Allocation in the 2027 Pay Deal
How STEM Education Develops Critical Thinking Skills
STEM learning creates opportunities for students to think beyond memorised information. Instead of simply receiving answers from teachers, learners are encouraged to investigate questions and develop explanations based on evidence.
Asking questions and developing curiosity
Critical thinking begins with the ability to ask meaningful questions.
In a science lesson, a teacher may ask learners why some materials float in water while others sink. Rather than immediately providing the explanation, the teacher can invite students to predict what will happen to different objects and explain their reasoning.
Learners can then test their predictions using available materials.
This approach encourages curiosity, questioning and the examination of prior assumptions.
Analysing information and evidence
STEM activities often require learners to collect and interpret information.
For instance, students investigating plant growth may measure the height of plants under different conditions. They can compare the results, identify patterns and explain possible reasons for differences.
Mathematics becomes useful in calculating measurements and presenting results, while science provides concepts for interpreting the observations.
Learners gradually understand that conclusions should be supported by evidence rather than guesses.
Comparing alternatives and making decisions
Many STEM challenges have more than one possible solution.
When learners are asked to design a simple water filter, they may consider different materials, compare their effectiveness and decide which combination is most suitable.
They must explain why they selected one design over another.
This encourages them to evaluate alternatives, consider limitations and defend their decisions using evidence.
Identifying errors and reconsidering assumptions
An important part of critical thinking is recognising when an explanation or solution is incorrect.
If an experiment produces unexpected results, learners should be encouraged to examine their procedures, materials and assumptions.
Teachers can use these situations to demonstrate that mistakes are part of scientific investigation and that conclusions may need to change when new evidence becomes available.
Related reading
- GES Director II and Director I Applications: About 800 Applicants Asked to Reconfirm Contact Details
- How to Become a Lecturer in Ghanaian Universities and Colleges of Education
How STEM Education Develops Problem-Solving Skills
Problem-solving is central to engineering and scientific practice. Learners develop this competency when they are given meaningful challenges that require them to apply knowledge, test possible solutions and improve their work.
A practical problem-solving process in STEM education can follow six stages.
Stage One: Identify the problem
Learners first need to understand the challenge they are expected to address.
For example, a school may experience frequent water wastage because taps are left running after use.
The teacher can ask students to investigate the problem and identify the conditions contributing to the wastage.
Stage Two: Investigate the causes
Students gather information through observation, questioning, measurements and simple investigations.
They may examine how long taps remain open, identify leaking pipes and estimate the amount of water wasted.
Stage Three: Generate possible solutions
Learners discuss different ways to address the problem.
Possible solutions may include installing improved taps, creating awareness campaigns, introducing monitoring systems or developing simple devices that reduce water flow.
Stage Four: Select and design a solution
Students compare the available options based on cost, practicality, effectiveness and available resources.
They then develop a plan or model of their preferred solution.
Stage Five: Test and improve the solution
Learners test their designs and examine whether the proposed solution works.
Where the results are unsatisfactory, they identify weaknesses and make adjustments.
Stage Six: Evaluate and communicate the outcome
Students present their findings, explain the decisions they made and discuss the strengths and limitations of their solutions.
This final stage helps learners develop communication, reflection and evidence-based reasoning.
Related reading
The Role of Project-Based Learning in STEM Education
Project-based learning is an instructional approach in which students acquire knowledge and develop skills through sustained engagement with meaningful questions, challenges or projects.
It provides opportunities for learners to connect classroom concepts with situations they can observe in their communities.
For example, a JHS class studying environmental pollution could undertake a project on plastic waste management within the school.
Students may:
- Identify common sources of plastic waste.
- Collect and classify different plastic materials.
- Record the quantity of waste generated over a given period.
- Investigate the environmental effects of improper disposal.
- Design a practical waste reduction or recycling initiative.
- Present their findings and recommendations.
The project draws on several disciplines. Science helps learners understand environmental effects. Mathematics supports data collection and analysis. Technology can assist with information gathering and presentation. Engineering principles can guide the design of practical solutions.
Project-based learning also encourages teamwork, communication and responsibility.
However, projects should have clear learning objectives and appropriate teacher guidance. Giving students an activity without helping them understand the concepts involved may produce attractive displays without meaningful learning.
Related reading :Standardized Test (NST) in Ghana: Measuring Foundational Learning and Transforming Basic Education
Practical STEM Activities for Ghanaian Basic Schools
STEM education does not always require expensive laboratory equipment or advanced technology. Teachers can organise meaningful learning activities using locally available materials, provided the activities are safe and aligned with curriculum objectives.
The following examples illustrate how STEM can be used to develop critical thinking and problem-solving skills.
Activity One: Designing a Simple Water Filter
Learning area: Science, Technology, Engineering and Mathematics
Students can investigate how different materials affect the filtration of water.
Materials: Clean transparent containers, gravel, sand, cotton wool and plastic bottles.
Learning process:
- Students examine a sample of visibly muddy water.
- They discuss possible ways to remove suspended particles.
- They design a simple filtration arrangement.
- They observe the filtered water and compare its appearance with the original sample.
- They discuss the limitations of the filter.
Skills developed: Observation, prediction, experimentation, comparison, design and evaluation.
Important safety note: Filtered water from this activity must not be considered safe for drinking. Filtration alone does not reliably remove disease-causing microorganisms or dissolved contaminants.
Activity Two: Constructing a Paper Bridge
Learning area: Mathematics, Science and Engineering
Students are challenged to construct a bridge using paper and limited materials.
Learning process:
- Students examine different bridge shapes.
- They predict which design will support the greatest load.
- They construct bridges using paper and tape.
- They test each design using small weights.
- They record the results and explain why some designs perform better.
Skills developed: Structural reasoning, measurement, experimentation, design and problem-solving.
Activity Three: Investigating Plant Growth
Learning area: Science and Mathematics
Students investigate how different growing conditions influence plant development.
Learning process:
- Students plant similar seedlings in separate containers.
- They vary one condition, such as the amount of water or exposure to light.
- They measure and record plant growth over time.
- They compare the results and explain observed differences.
Skills developed: Scientific investigation, data collection, analysis, interpretation and evidence-based conclusions.
Activity Four: Developing a School Waste Management Model
Learning area: Science, Technology, Engineering and Mathematics
Students investigate waste disposal practices within their school.
Learning process:
- Students identify the types of waste generated.
- They collect and classify data.
- They calculate the quantities of different waste materials.
- They develop a waste segregation or recycling model.
- They present recommendations to the school administration.
Skills developed: Data analysis, environmental awareness, collaboration, planning and practical decision-making.
These activities demonstrate that STEM education can be organised around problems that learners encounter in their immediate environment.
Related reading
The Role of Teachers in Developing Critical Thinking Through STEM
Teachers play a central role in determining whether STEM lessons develop meaningful competencies.
A teacher who concentrates mainly on explaining concepts and dictating notes may provide students with important information, but learners may have limited opportunities to apply that knowledge independently.
STEM instruction requires teachers to create situations in which learners can investigate, question, design, test and reflect.
Moving from information delivery to guided inquiry
Teachers should create opportunities for students to investigate questions rather than provide every answer immediately.
This does not mean abandoning direct instruction. Learners need explanations, demonstrations and foundational knowledge before they can undertake complex investigations.
Effective STEM teaching combines explicit instruction with guided inquiry, practical work and appropriate support.
Encouraging learners to explain their reasoning
Teachers should ask students to explain how they arrived at an answer.
Questions such as the following can support deeper thinking:
- What evidence supports your conclusion?
- Why did you select this particular method?
- What other solutions could work?
- What would happen if one condition changed?
- How could you improve your design?
- What limitations did you encounter?
Such questions help teachers assess learners’ reasoning rather than merely checking whether they have memorised an answer.
Promoting collaboration
Group activities allow learners to share ideas, challenge assumptions and consider different approaches.
Teachers should assign meaningful responsibilities to group members and ensure that every learner participates.
Providing feedback and opportunities for improvement
Students should receive feedback on their reasoning, methods and solutions.
They should also be given opportunities to revise their work after identifying weaknesses.
This helps learners understand that problem-solving involves testing and improvement rather than simply arriving at an immediate answer.
Ghana’s Curriculum and the Development of Critical Thinking and Problem-Solving Skills
Ghana’s curriculum already recognises critical thinking and problem-solving as important competencies that learners should develop through teaching and learning.
The National Council for Curriculum and Assessment (NaCCA) identifies critical thinking and problem-solving as core competencies within the country’s curriculum framework.
According to NaCCA, these competencies involve developing learners’ cognitive and reasoning abilities to analyse situations, consider possible solutions and select appropriate responses.
The curriculum also emphasises creativity and innovation, communication and collaboration, digital literacy and other competencies relevant to contemporary learning.
The Common Core Programme for Junior High School places emphasis on developing learners who can apply knowledge and skills to real-life situations.
The broader direction of Ghana’s curriculum therefore provides a basis for integrating STEM activities into classroom instruction.
However, the presence of these competencies in curriculum documents does not automatically mean that learners acquire them. Their development depends on how teachers interpret curriculum expectations, plan lessons, organise learning activities and assess student performance.
Schools must therefore pay attention to the actual learning experiences provided to students.
Related reading
Challenges Affecting STEM Education in Ghana
Despite the opportunities STEM education provides, several challenges may affect its effective implementation.
Inadequate teaching and learning resources
Some schools have limited access to science laboratories, computers, internet connectivity and practical learning materials.
These limitations can restrict the range of activities teachers are able to organise.
Schools can respond partly by using safe, locally available materials, but this cannot replace the need for appropriate laboratory facilities and essential equipment.
Limited teacher preparation
Teachers need both subject knowledge and pedagogical skills to facilitate effective STEM learning.
Professional development should therefore cover practical instruction, inquiry-based learning, project design, digital competence and assessment of higher-order thinking.
Overemphasis on examination preparation
When classroom teaching concentrates heavily on recalling information and preparing for examinations, students may have fewer opportunities to undertake investigations and practical problem-solving activities.
Assessment practices should recognise the value of reasoning, application, creativity and the ability to explain solutions.
Large class sizes and limited instructional time
Large classes can make practical activities difficult to organise and supervise.
Teachers may need to use structured group work, rotating activity stations and carefully designed classroom tasks to ensure that learners participate.
Unequal access to technology
Differences in electricity, devices and internet access may affect the extent to which schools can use digital learning tools.
STEM implementation should therefore include approaches that do not depend entirely on advanced technology. It should also address the infrastructure gaps that limit participation.
Assessing Critical Thinking and Problem-Solving Skills in STEM
Teachers need assessment methods that reveal how learners think, investigate and develop solutions.
Traditional tests remain useful for assessing subject knowledge, but they may not provide sufficient evidence of students’ practical problem-solving abilities.
A balanced assessment approach can combine written questions, practical tasks, observation, projects and student presentations.
The following framework can guide classroom assessment.
| Assessment Area | What the Teacher Should Observe |
|---|---|
| Problem identification | Can the learner clearly explain the problem? |
| Questioning and investigation | Can the learner ask relevant questions and collect useful information? |
| Evidence and reasoning | Can the learner use evidence to explain conclusions? |
| Solution development | Can the learner generate and compare possible solutions? |
| Application | Can the learner apply relevant STEM knowledge? |
| Evaluation | Can the learner identify weaknesses and improve a solution? |
| Communication | Can the learner explain and defend the proposed solution? |
| Collaboration | Can the learner contribute meaningfully to group work? |
Teachers can use assessment rubrics to describe different levels of performance. For instance, a learner may initially identify a problem with substantial support but later demonstrate the ability to investigate and propose solutions independently.
Assessment should therefore consider both the final product and the thinking process through which learners arrive at their solutions.
Recommendations for Strengthening STEM Education in Ghana
To improve the development of critical thinking and problem-solving skills through STEM, the following measures deserve attention.
First, strengthen teacher professional development. Teachers should receive continuous training in inquiry-based instruction, project-based learning, practical assessment and the integration of technology into classroom teaching.
Second, improve access to practical learning resources. Government, school authorities and development partners should support the provision of appropriate laboratory equipment, digital tools and teaching materials.
Third, connect STEM learning to local problems. Teachers should use examples from agriculture, sanitation, water management, energy, transportation and environmental protection to make learning relevant to students’ experiences.
Fourth, strengthen curriculum implementation. Schools should ensure that STEM activities are linked to curriculum standards and intended learning outcomes rather than treated as isolated extracurricular events.
Fifth, improve assessment practices. Teachers should assess learners’ ability to investigate, interpret evidence, design solutions and communicate their reasoning.
Sixth, promote partnerships between schools, universities and industry. Such partnerships can provide technical expertise, mentorship, practical learning opportunities and exposure to real-world applications of STEM knowledge.
Seventh, ensure inclusive participation. Girls, learners with disabilities and students from underserved communities should have equitable opportunities to participate in STEM activities and access relevant resources.
Conclusion
Critical thinking and problem-solving are essential competencies for learners who must understand complex issues and respond to changing social, scientific and technological demands.
STEM education provides a practical means of developing these competencies because it encourages students to ask questions, investigate situations, analyse evidence, test ideas and design solutions.
For Ghana, the task is to ensure that STEM education becomes a meaningful part of everyday classroom practice. This requires prepared teachers, suitable learning resources, relevant curricula and assessment methods that recognise the importance of reasoning and practical application.
The success of STEM education should therefore be judged not only by the number of students who study science, technology, engineering and mathematics, but also by their ability to use what they learn to understand problems and develop workable solutions.
Ultimately, Ghana needs learners who can think independently, examine evidence and apply knowledge creatively to the challenges facing their communities and the nation.
Frequently Asked Questions
1. How does STEM education develop critical thinking skills?
STEM education develops critical thinking by engaging learners in questioning, investigation, experimentation, data analysis and the evaluation of possible explanations. These activities help students make decisions based on evidence and logical reasoning.
2. What is the relationship between STEM education and problem-solving?
STEM education connects scientific and mathematical knowledge with practical challenges. Learners use this knowledge to identify problems, develop possible solutions, test their ideas and evaluate the results.
3. What are examples of STEM activities for basic school students in Ghana?
Examples include constructing paper bridges, designing simple water filters, investigating plant growth, developing waste management models, measuring rainfall and building simple electrical circuits under appropriate teacher supervision.
4. What role do teachers play in STEM education?
Teachers provide subject knowledge, guide investigations, organise practical activities, encourage questioning and support learners as they develop and evaluate solutions.
5. Does STEM education require expensive equipment?
Not every STEM activity requires expensive equipment. Teachers can use safe, locally available materials for many investigations and design challenges. However, specialised activities still require appropriate facilities and equipment.
6. How can teachers assess critical thinking and problem-solving?
Teachers can assess these skills through practical tasks, projects, observation, written explanations, presentations and assessment rubrics that examine learners’ reasoning, evidence use, solution development and evaluation.
7. Why are critical thinking and problem-solving important for Ghanaian students?
These competencies help students apply knowledge to everyday challenges, make informed decisions, adapt to new situations and prepare for further education, employment and participation in national development.
Fact Check and Editorial Review
This article draws on Ghana’s curriculum documents published by the National Council for Curriculum and Assessment and international education frameworks on science and engineering practices.
The practical classroom activities are illustrative teaching suggestions. They are not presented as findings from a specific intervention or experimental study. The article also distinguishes curriculum expectations from evidence of actual classroom implementation.
Editorial review: Ferdinand Ellis
Publication: EducateGhana.com
Last reviewed: November 6, 2026
References
Australian Government Department of Education. (n.d.). Inquiry-based learning. https://www.education.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/inquiry-based-learning
National Academies of Sciences, Engineering, and Medicine. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
National Council for Curriculum and Assessment. (2021). Science curriculum. Ministry of Education, Ghana. https://nacca.gov.gh/wp-content/uploads/2022/10/Science-Curriculum.pdf
National Council for Curriculum and Assessment. (n.d.). Development of the Ghanaian curriculum. https://nacca.gov.gh/curriculum/
New York Academy of Sciences. (2016). STEM education framework. https://www.nyas.org/wp-content/uploads/2024/02/gsa_stem_education_framework_dec2016.pdf
NSW Department of Education. (n.d.). Best practice in STEM education. https://education.nsw.gov.au/teaching-and-learning/curriculum/stem/about-stem/best-practice-in-stem-education
About the Author
Ferdinand Ellis is a Lecturer, Education Blogger, Curriculum Specialist, Researcher and Policy Analyst. His professional interests include curriculum development, teacher education, pedagogical innovation, education policy, STEM education and classroom-based research.
Author profile: https://educateghana.com/author/ferdinandellis/
EducateGhana.com | Ghana’s Education Intelligence Platform
Get full articles on EducateGhana.com
!. NEWS
TELEGRAM
Follow LearnGhana for more GES updates, teacher opportunities and education news.
🔵 Channel: LEARN GHANA 👥 Community: LEARN GHANA COMMUNITY
Copyright Notice: ©2026 Ellis Multimedia/ EducateGhana.com. All Rights Reserved. No part of this website or its content may be reproduced , distributed, or transmitted in any form or ny any means without the prior written permission to the publisher, except for brief quotations in news review with due credit to EducateGhana.com
