This study aimed to develop strategies for teaching critical thinking to Grade 10 physical sciences learners from Mpumalanga province. Action research with a mixed methods approach was used to create the strategies. The study was based on Pedagogic Content Knowledge (PCK) components, including knowledge of instructional methodologies. Two schools from the Mpumalanga Province were purposely chosen, wherein two teachers who taught physical sciences participated in the study. The lessons taught were videotaped, and the students were given written assignments to gauge their critical thinking skills. Explicit interactive instruction strategies with scaffolding techniques were developed in the study. Results from the Lawson 2000 Classroom Test of Scientific 'Reasoning's Pre and Post-test indicated a mean difference of 0.6 (Pre: M=5.0 and Post: M=5.6), demonstrating that the learners gained critical thinking through the intervention using the developed strategies. It is recommended that teachers be inducted into these strategies for teaching critical thinking.

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