Critical Thinking in Science Education and Teacher Training

Erscheinungsjahr 2024
ISBN: 978-3-031-78577-1
Verlag: Springer Nature Switzerland

Buch, Englisch, Band 64, 320 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 680 g

Reihe: Contemporary Trends and Issues in Science Education

This edited volume explores the challenge of fostering critical thinking (CT) skills in science education, presenting the ENCIC-CT model as a framework for development. Named after the Science Education and Competences (Enseñanza de las Ciencias y Competencias, ENCIC) research group at the University of Malaga, Spain, this model emphasizes cultivating CT through socio-scientific issues and daily-life problems. It includes three key domains: knowledge, skills, and dispositions, each encompassing various dimensions addressed through scientific practices like argumentation, inquiry, and modeling. Teaching strategies such as gamification, role-playing, micro-debates, augmented reality, controversy mapping, and digital storytelling are highlighted. Spanning theoretical perspectives and practical experiences from early childhood to higher education, this book consolidates findings from the Spanish R&D project, “Citizens with Critical Thinking: A Challenge for Teachers in Science Education.” It is an essential resource for educators, researchers, and practitioners, offering valuable insights and practical applications for all educational levels.

Zielgruppe

Research

Autoren/Hrsg.

Franco-Mariscal, Antonio Joaquín

Fachgebiete

• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines

Inhaltsverzeichnis

Chapter 1. Theoretical perspectives and approaches for the development of critical thinking.- Chapter 2. Fostering critical thinking in a socio-scientific issue on energy use.- Chapter 3. Development of Critical Thinking in a Historical Context: The Theory of Spontaneous Generation. Ana María Abril-Gallego, Marta Romero-Ariza, Antonio Quesada-Armenteros, and Cristina Cobo-Huesa.- Chapter 4.Personal Autonomy and Decision-Making in Early Childhood Education through the Naturalization of Spaces with the Think-Pair-Share Technique.- Chapter 5. The Comprehensive Treatment of the Urban Space Care Problem through Controversy Mapping in Architecture  Students.- Chapter 6. Critical Analysis of Information on Pasteurization by High School Biology Students.- Chapter 7. Secondary School Students' Argumentation on Energy Production and Consumption.- Chapter 8. Argumentation by secondary school students in an inquiry about yogurt consumption.- Chapter 9. Enhancing Argumentation in Teacher Training through Debates within the Context of Formative Research in Uruguay.

Über Autor(innen)

Antonio Joaquín Franco-Mariscal is a science education professor at the University of Malaga, Spain. He leads 3 R&D projects, focusing on critical thinking, digital-ecological transition in science education, and mobile applications for scientific argumentation. He has received 2 innovation awards and 12 research awards in Spanish education. He is associate editor on the Revista Eureka board.