THE DEVELOPMENT OF CRITICAL THINKING IN SCIENCE THROUGH TEACHING STRATEGIES IN TEXTBOOKS

• Autor(a) principal: Cruz, Letiane Lopes da
• Data de Publicação: 2022
• Outros Autores: Güllich, Roque Ismael da Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13772
• topic: Reflexión crítica; Enseñanza de Ciencias; Estrategias didácticas; Libro didáctico; Pensamiento; Reflexão Crítica; Ensino de Ciências; Estratégias Didáticas; Livro Didático; Pensamento; Critical reflection; Science teaching; Teaching strategies; Textbook; Thought

Promoting critical thinking capabilities in individuals has become an educational goal and a challenge for teachers, since textbooks continue to influence the teaching and learning process. Therefore, the objectives of this study are to investigate textbooks and their respective teaching strategies, because They have implications for the education of people, and to check if they have the potential to promote critical thinking in science teaching. Methodologically, document analysis was performed in eight science textbooks used in elementary education of 7th graders. Teaching strategies were compared according to their pedagogical nature and potential to develop students’ critical thinking. Strategies that are analogous to the traditional teaching model, i.e., which are intended to only inform or complement contents, were classified into the 1) Information Category (1014:2065). Strategies whose aim is to develop certain critical thinking skills and abilities, and which necessarily depend on teacher mediation, were grouped into category 2) Exploratory (760:2065). Teaching strategies that have a high potential to promote the expected critical thinking capabilities, and which require a critical and reflective attitude, were categorized as 3) Reflective/Critical (291:2065). The results showed that elementary school science textbooks still need improvements, especially the inclusion of a greater number of Reflective/Critical teaching strategies, which encourage individuals to become scientifically literate and more autonomous and help them take a leading role in their own learning.