Publicação
Teaching thinking: Competence learning of STSE issues
| Resumo: | Current trends in education seek to train competent people to work as a team, use diverse instruments and be autonomous. Critical thinking is a construct made up of high-level cognitive skills, whose mastery is considered key to thinking well and whose transversality makes them valuable in multiple tasks. The relationships between critical thinking and key curricular and transversal competences in education are also evident. In science education, the skills, values and characteristics of scientific thought (reasoning, arguing, recognizing evidence, etc.) also show a direct concomitance with thinking skills. Due to open and dialectical traits, scientific thought constitutes an appropriate context for the formation of thought; in turn, the developed thinking skills contribute to improve scientific thinking. To teach thinking, teachers must be competent on the pedagogical content knowledge necessary to educate thinking skills, which brings together and applies the teachers’ competence to their educational practice, as an element of professional development, and is an indicator of the teachers’ capacity for the appropriation of innovations in the classroom (to educate thinking skills). This study describes a project that develops methods and instruments to teach thinking from a context of science education. We also present the taxonomy of thinking skills that guide teaching, which are applied through a longitudinal experimental design pre-test / post-test with a control group to evaluate the improvements of the different skills involved. |
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| Autores principais: | Manassero-Mas, María-Antonia |
| Outros Autores: | Vázquez-Alonso, Ángel |
| Assunto: | pensamento crítico e científico competências-chave natureza da ciência argumentação conhecimento didático de conteúdo Pensamiento crítico y científico competencias clave naturaleza de la ciencia argumentación conocimiento didáctico del contenido Critical and scientific thinking key competences nature of science argumentation didactic knowledge of content |
| Ano: | 2019 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | espanhol |
| Origem: | Indagatio Didactica |
| Resumo: | Current trends in education seek to train competent people to work as a team, use diverse instruments and be autonomous. Critical thinking is a construct made up of high-level cognitive skills, whose mastery is considered key to thinking well and whose transversality makes them valuable in multiple tasks. The relationships between critical thinking and key curricular and transversal competences in education are also evident. In science education, the skills, values and characteristics of scientific thought (reasoning, arguing, recognizing evidence, etc.) also show a direct concomitance with thinking skills. Due to open and dialectical traits, scientific thought constitutes an appropriate context for the formation of thought; in turn, the developed thinking skills contribute to improve scientific thinking. To teach thinking, teachers must be competent on the pedagogical content knowledge necessary to educate thinking skills, which brings together and applies the teachers’ competence to their educational practice, as an element of professional development, and is an indicator of the teachers’ capacity for the appropriation of innovations in the classroom (to educate thinking skills). This study describes a project that develops methods and instruments to teach thinking from a context of science education. We also present the taxonomy of thinking skills that guide teaching, which are applied through a longitudinal experimental design pre-test / post-test with a control group to evaluate the improvements of the different skills involved. |
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