A motivating scientific and social issue to develop critical thinking
Main Article Content
Abstract
This research shows how the conceptual, ethical and thoughtfulness analysis of a scientific social issue in the classroom, under the CTSA educational approach, motivates students in learning science and the development of critical thinking skills.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Acevedo, J., Vázquez, A. & Manassero, M. (2003). Papel de la educación CTS en una alfabetización científica y tecnológica para todas las personas. Revista Electrónica de Enseñanza de las Ciencias, 2 (2), 80-111.
Childress, J. (1997). Practical reasoning in bioethics. Bloomington: Indiana University Press.
Díaz, A. (1999). El pensamiento crítico en la enseñanza de las ciencias. Cuadernos pedagógicos 10, 43-52.
Hannel G. & Hannel, L. (1998). Seven steps to teach critical thinking: a practical application of critical thinking skills. NASSPBulletin, 82 (598), 87-93.
Halpern, D. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449-455.
Halpern, D. (2006). Halpern critical thinking assessment using everyday situations: background and scoring standards (2° report). [Unpublished manuscript]. Claremont, CA: Claremont McKenna College.
Hodson, D. (1994). Seeking directions for change. the personalisation and politisation of science education. Curriculum Studies, 2 (1), 71-98.
Martínez, L., Peñal, D. & Villamil, J. (2007). Relaciones ciencia, tecnología, sociedad y ambiente a partir de casos simulados: una experiencia en la enseñanza de la química. Ciencia & Ensino, número especial, 1-16.
Mayer, R & Goodchield, F. ( 1990). The critical thinker. Santa Barbara: University of California, Brown Publishers.
Montuschi, L. (2002). Ética y razonamiento moral. Dilemas morales y comportamiento ético en las organizaciones (219). Universidad del CEMA. Buenos Aires. CEMA Working Papers: Serie Documentos de Trabajo.
Nickerson, R. (1994). The teaching of thinking and problem solving. En R. J. Sternberg (ed.). Thinking and problem solving, (pp. 409-449). San Diego, CA: Academic Press.
Nieto, A., Saiz, C. & Orgaz, B. (2009). Análisis de las propiedades psicométricas de la versión española del HCTAES-Test de Halpern para la evaluación del pensamiento crítico mediante situaciones cotidianas. Revista Electrónica de Metodología Aplicada, 14 (1), 1-15.
Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53-72.
Solbes, J. & Vilches, A. (2005). Preparación para la toma de decisiones y relaciones CTSA. Enseñanza de las ciencias, (extra), VII Congreso, 1-5.