Teaching thinking: Competence learning of STSE issues

• Autor(a) principal: Manassero-Mas, María-Antonia
• Data de Publicação: 2019
• Outros Autores: Vázquez-Alonso, Ángel
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v11i2.5917

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.