Abstract: This study examines the use of Socratic Circles as a learner-centred pedagogical strategy for enhancing critical thinking and discussion skills among third-year Biology students in a Teacher Training College (TTC) in Rwanda. Grounded in constructivist and sociocultural learning theories, the study employed a qualitative case-study design to explore how dialogic instruction supports competence-based learning. Data were collected through semi-structured interviews with biology lecturers, classroom observations of Socratic Circle sessions, and document analysis of lesson plans and assessment rubrics. Findings indicate that Socratic Circles enhanced students’ analytical reasoning, evidence-based argumentation, and confidence in scientific discussions. Peer collaboration and lecturer facilitation were key enablers of effective learning, while challenges included large class sizes, limited prior exposure to dialogic pedagogy, and time constraints. The study concludes that Socratic Circles are an effective strategy for preparing pre-service biology teachers to implement learner-centred pedagogy aligned with Rwanda’s Competency-Based Curriculum.
Keywords: Socratic Circles; Biology education; Teacher training; Critical thinking; Discussion skills.
Title: Socratic Circles as a Pedagogical Strategy: Enhancing Critical Thinking and Discussion Skills Among Third-Year Biology Teacher Training College Students in a College in Rwanda
Author: Enock Panganayi Mawuye, Emmanuel Munyemana
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 1, January 2026 - March 2026
Page No: 218-225
Research Publish Journals
Website: www.researchpublish.com
Published Date: 26-February-2026
