Promote Critical Thinking in STS Contexts: Development of Didactic Proposals for Basic Education

• Autor(a) principal: Tenreiro-Vieira, Celina
• Data de Publicação: 2020
• Outros Autores: Vieira, Rui Marques
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v12i4.21823

The interrelationship between Science and Technology and its impact on contemporary society is very visible. Among others, there are several scientific and technological advances, but also problems and asymmetries that are accentuated, such as the scarcity of drinking water and food production, misinformation, and lack of freedom to make decisions. Education, in general, and Science, in particular, have the responsibility to assume that future generations are aware of the need to think and act for a more humanist society and a sustainable planet. In this perspective, it is imperative that, in science education since the early years, the interrelationships Science, Technology and Society (STS) are contemplated, and for this, the promotion of skills, such as those of critical thinking, is crucial. One of the ways to achieve this is by investing in the well-founded development of didactic proposals for students to experience participation, mobilizing scientific knowledge, critical thinking skills and attitudes and values. With a methodological approach of Educational Design Research, didactic proposals for science education were conceived and implemented in basic schooling. In this perspective, examples of these proposals and evidence from students will be presented in the explicit and intentional mobilization of scientific knowledge, critical thinking skills and dispositions/attitudes. The results point to the potential of these proposals in promoting different competences of students in basic education who consider themselves to be able to contribute to sustainable citizenship.