Integrar el Pensamiento Crítico en la Educación Científica en la Era de la Post-verdad

  1. Blanca Puig Mauriz 1
  2. Paloma Blanco Anaya 1
  3. Inés M.Bargiela 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Journal:
Revista Eureka sobre enseñanza y divulgación de las ciencias

ISSN: 1697-011X

Year of publication: 2023

Volume: 20

Issue: 3

Pages: 3301

Type: Article

DOI: 10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2023.V20.I3.3301 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Eureka sobre enseñanza y divulgación de las ciencias

Sustainable development goals

Abstract

Critical thinking is an essential component of scientific literacy that has raised its importance in the Post-truth Era. Investing efforts in developing teaching designs for the practice of critical thinking is a main goal of current research in science education. This article suggests integrating a critical thinking teaching approach that involves action in which elements of the practice and metacognition combine. Based on the results of a project on critical thinking in science instruction, we present: 1) an analysis of the different views/conceptions of critical thinking and their teaching implications; 2) arguments for critical thinking development in contexts related to post-truth era and the main challenges; 3) our vision about critical thinking instruction and key points for its application in the classroom; 4) an example of design for the practice of critical thinking developed as a result of the joint work of researchers and secondary school teachers

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Data source: Dialnet