Critical thinking in Science education and Mathematics education: research trends of 2010-2019
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/6706 |
Resumo: | This research presents a systematic literature review of articles on critical thinking in Science Education and Mathematics Education. The objective is (1) to identify articles involving critical thinking in Science Education and Mathematics Education in international journals; and (2) to identify the main characteristics of these articles, in terms of: authors; years of publications; periodicals; authors' institutions; countries; citations; teaching levels; fields; the main references cited; and the number of mentions of the term critical thinking. The methodological procedures were performed according to Okoli’s 8 step guide (2015) for conducting a systemtic review and Bardin's Content Analysis (2011). The database used was the Education Resources Information Center (ERIC), from which 63 articles published in 2010-2019 were analyzed. For this, inventories were used to identify the main characteristics of the publications. The results show: a moderate number of articles (63), considering the importance the theme is given in guiding documents; articles (22%) that mention “critical thinking” without citing critical thinking references; articles (78%) that mention “critical thinking” and cite critical thinking references; and a set of articles (32%) that present critical thinking as its main focus, prioritizing the discussion of this theme. In contrast, a set of articles (43%) focused more on proposed teaching approaches than the in-depth investigation/discussion of critical thinking itself. The need for more publications with the main focus on critical thinking in Science Education and Mathematics Education is relevant, as well as research in different contexts such as the evaluation/development of students' and teachers' critical thinking. |
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Critical thinking in Science education and Mathematics education: research trends of 2010-2019Pensamiento crítico en educación Científica y educación Matemática: tendencias de investigación de 2010-2019Pensamento crítico no ensino de Ciências e ensino de Matemática: tendências de pesquisa para 2010-2019Pensamiento críticoEducación científicaRevisión sistemática de literaturaCritical thinkingScience educationSystematic literature review.Pensamento críticoEnsino de ciênciasRevisão sistemática da literatura.This research presents a systematic literature review of articles on critical thinking in Science Education and Mathematics Education. The objective is (1) to identify articles involving critical thinking in Science Education and Mathematics Education in international journals; and (2) to identify the main characteristics of these articles, in terms of: authors; years of publications; periodicals; authors' institutions; countries; citations; teaching levels; fields; the main references cited; and the number of mentions of the term critical thinking. The methodological procedures were performed according to Okoli’s 8 step guide (2015) for conducting a systemtic review and Bardin's Content Analysis (2011). The database used was the Education Resources Information Center (ERIC), from which 63 articles published in 2010-2019 were analyzed. For this, inventories were used to identify the main characteristics of the publications. The results show: a moderate number of articles (63), considering the importance the theme is given in guiding documents; articles (22%) that mention “critical thinking” without citing critical thinking references; articles (78%) that mention “critical thinking” and cite critical thinking references; and a set of articles (32%) that present critical thinking as its main focus, prioritizing the discussion of this theme. In contrast, a set of articles (43%) focused more on proposed teaching approaches than the in-depth investigation/discussion of critical thinking itself. The need for more publications with the main focus on critical thinking in Science Education and Mathematics Education is relevant, as well as research in different contexts such as the evaluation/development of students' and teachers' critical thinking.Esta investigación presenta una revisión sistemática de la literatura de artículos sobre pensamiento crítico en la educación científica y la educación matemática. El objetivo es (1) identificar artículos que involucren el pensamiento crítico en Educación en Ciencias y Educación en Matemáticas en revistas internacionales; y (2) identificar las características principales de estos artículos, en términos de: autores; años de publicaciones; publicaciones periódicas instituciones de autores; países; citas niveles de enseñanza; campos; las principales referencias citadas; y la cantidad de menciones del término pensamiento crítico. Los procedimientos metodológicos se realizaron de acuerdo con la guía de 8 pasos de Okoli (2015) para realizar una revisión sistemática y el Análisis de contenido de Bardin (2011). La base de datos utilizada fue el Centro de Información de Recursos Educativos (ERIC), del cual se analizaron 63 artículos publicados en 2010-2019. Para esto, se utilizaron inventarios para identificar las principales características de las publicaciones. Los resultados muestran: un número moderado de artículos (63), considerando la importancia que se le da al tema en los documentos de orientación; artículos (22%) que mencionan "pensamiento crítico" sin citar referencias de pensamiento crítico; artículos (78%) que mencionan "pensamiento crítico" y citan referencias de pensamiento crítico; y un conjunto de artículos (32%) que presentan el pensamiento crítico como su enfoque principal, priorizando la discusión de este tema. En contraste, un conjunto de artículos (43%) se centró más en los enfoques de enseñanza propuestos que en la investigación / discusión en profundidad del pensamiento crítico en sí. La necesidad de más publicaciones con el enfoque principal en el pensamiento crítico en la Educación en Ciencias y la Educación en Matemáticas es relevante, así como la investigación en diferentes contextos, como la evaluación / desarrollo del pensamiento crítico de estudiantes y maestros.Esta pesquisa apresenta uma revisão sistemática da literatura de artigos sobre pensamento crítico em Ensino de Ciências e Educação Matemática. O objetivo é (1) identificar artigos que envolvam pensamento crítico no Ensino de Ciências e Educação Matemática em periódicos internacionais; e (2) identificar as principais características desses artigos, em termos de: autores; anos de publicações; periódicos; instituições dos autores; países; citações; níveis de ensino; área; as principais referências citadas; e o número de menções do termo pensamento crítico. Os procedimentos metodológicos foram realizados de acordo com as oito etapas de Okoli (2015) para a realização de uma revisão sistemática e a Análise de conteúdo de Bardin (2011). O banco de dados utilizado foi o Centro de Informações sobre Recursos Educacionais (ERIC), do qual foram analisados 63 artigos publicados entre os anos 2010-2019. Para isso, foram utilizados inventários para identificar as principais características das publicações. Os resultados mostram: um número moderado de artigos (63), considerando a importância do tema em documentos norteadores; artigos (22%) que mencionam “pensamento crítico” sem citar referências de pensamento crítico; artigos (78%) que mencionam “pensamento crítico” e citam referências de pensamento crítico; e um conjunto de artigos (32%) que apresentam o pensamento crítico como foco principal, priorizando a discussão deste tema. Por outro lado, foi identificado um conjunto de artigos (43%) que teve maior enfoque nas propostas de ensino do que a investigação/discussão aprofundada do próprio pensamento crítico. É relevante a necessidade de mais publicações com foco principal no pensamento crítico no Ensino de Ciências e Educação Matemática, além de pesquisas em diferentes contextos, como a avaliação/desenvolvimento do pensamento crítico de alunos e professores.Research, Society and Development2020-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/670610.33448/rsd-v9i9.6706Research, Society and Development; Vol. 9 No. 9; e115996706Research, Society and Development; Vol. 9 Núm. 9; e115996706Research, Society and Development; v. 9 n. 9; e1159967062525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/6706/6240Copyright (c) 2020 Sandro Lucas Reis Costa, Cássia Emi Obara, Fabiele Cristiane Dias Broiettihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta, Sandro Lucas ReisObara, Cássia EmiBroietti, Fabiele Cristiane Dias2020-09-18T01:42:11Zoai:ojs.pkp.sfu.ca:article/6706Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:29:43.978798Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 Pensamiento crítico en educación Científica y educación Matemática: tendencias de investigación de 2010-2019 Pensamento crítico no ensino de Ciências e ensino de Matemática: tendências de pesquisa para 2010-2019 |
title |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 |
spellingShingle |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 Costa, Sandro Lucas Reis Pensamiento crítico Educación científica Revisión sistemática de literatura Critical thinking Science education Systematic literature review. Pensamento crítico Ensino de ciências Revisão sistemática da literatura. |
title_short |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 |
title_full |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 |
title_fullStr |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 |
title_full_unstemmed |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 |
title_sort |
Critical thinking in Science education and Mathematics education: research trends of 2010-2019 |
author |
Costa, Sandro Lucas Reis |
author_facet |
Costa, Sandro Lucas Reis Obara, Cássia Emi Broietti, Fabiele Cristiane Dias |
author_role |
author |
author2 |
Obara, Cássia Emi Broietti, Fabiele Cristiane Dias |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Costa, Sandro Lucas Reis Obara, Cássia Emi Broietti, Fabiele Cristiane Dias |
dc.subject.por.fl_str_mv |
Pensamiento crítico Educación científica Revisión sistemática de literatura Critical thinking Science education Systematic literature review. Pensamento crítico Ensino de ciências Revisão sistemática da literatura. |
topic |
Pensamiento crítico Educación científica Revisión sistemática de literatura Critical thinking Science education Systematic literature review. Pensamento crítico Ensino de ciências Revisão sistemática da literatura. |
description |
This research presents a systematic literature review of articles on critical thinking in Science Education and Mathematics Education. The objective is (1) to identify articles involving critical thinking in Science Education and Mathematics Education in international journals; and (2) to identify the main characteristics of these articles, in terms of: authors; years of publications; periodicals; authors' institutions; countries; citations; teaching levels; fields; the main references cited; and the number of mentions of the term critical thinking. The methodological procedures were performed according to Okoli’s 8 step guide (2015) for conducting a systemtic review and Bardin's Content Analysis (2011). The database used was the Education Resources Information Center (ERIC), from which 63 articles published in 2010-2019 were analyzed. For this, inventories were used to identify the main characteristics of the publications. The results show: a moderate number of articles (63), considering the importance the theme is given in guiding documents; articles (22%) that mention “critical thinking” without citing critical thinking references; articles (78%) that mention “critical thinking” and cite critical thinking references; and a set of articles (32%) that present critical thinking as its main focus, prioritizing the discussion of this theme. In contrast, a set of articles (43%) focused more on proposed teaching approaches than the in-depth investigation/discussion of critical thinking itself. The need for more publications with the main focus on critical thinking in Science Education and Mathematics Education is relevant, as well as research in different contexts such as the evaluation/development of students' and teachers' critical thinking. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/6706 10.33448/rsd-v9i9.6706 |
url |
https://rsdjournal.org/index.php/rsd/article/view/6706 |
identifier_str_mv |
10.33448/rsd-v9i9.6706 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/6706/6240 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Sandro Lucas Reis Costa, Cássia Emi Obara, Fabiele Cristiane Dias Broietti http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Sandro Lucas Reis Costa, Cássia Emi Obara, Fabiele Cristiane Dias Broietti http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 9; e115996706 Research, Society and Development; Vol. 9 Núm. 9; e115996706 Research, Society and Development; v. 9 n. 9; e115996706 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052655341666304 |