Integrating Critical thinking in Science Education at the Post-truth Era
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2023.v20.i3.3301Info
Authors
- Blanca Puig Mauriz (ES) Universidad de Santiago de Compostela, España. https://orcid.org/0000-0002-2503-7032
- Paloma Blanco Anaya (ES) University of Santiago de Compostela
- Inés Mosquera Bargiela (ES) Universidad de Santiago de Compostela, España. https://orcid.org/0000-0002-7898-4965
Abstract
El pensamiento crítico constituye un elemento esencial en la alfabetización científica cuya importancia ha cobrado un mayor peso en la era de la post-verdad. Invertir esfuerzos en generar diseños didácticos para la práctica de pensamiento crítico es un objetivo esencial de la investigación actual en didáctica de las ciencias. En este artículo se sugiere incorporar un enfoque de enseñanza de pensamiento crítico que involucre la acción en la que se combinen distintos elementos de la práctica y de la metacognición. En base a los resultados de un proyecto sobre pensamiento crítico en la enseñanza de ciencias se presenta: 1) un análisis de las distintas visiones/concepciones sobre pensamiento crítico y sus implicaciones para la enseñanza; 2) argumentos para el desarrollo de pensamiento crítico en contextos relacionados con la post-verdad y principales desafíos; 3) nuestra visión sobre la enseñanza de pensamiento crítico y claves para su aplicación en el aula y, finalmente, 4) un ejemplo de diseño para la práctica de pensamiento crítico fruto del trabajo conjunto de investigadoras/es y docentes de secundaria.
Palabras clave: Pensamiento crítico, era de la post-verdad, problemáticas socio-científicas, enseñanza de ciencias.
Integrating Critical thinking in Science Education at the Post-truth Era
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.
Keywords: Critical thinking, post-truth era, socio-scientific issues, science education.
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