PENSAMENTO CRÍTICO E METODOLOGIAS DE ENSINO DE ENSINO DE CIÊNCIAS NO CONTEXTO COLOMBIANO

Abstract

The development of Critical Thinking (CT) is essential so that one can think in a rational and reflective way, focused on what one should believe and do. In this sense, the debate on the use of Teaching Methodologies (ME) that encourage the development of CT in the training of students, future citizens, is indispensable. We aimed to investigate the potential of PC development in the main EM used in the Colombian context to teach Science. The present research is configured as a qualitative research in education, of documental nature, developed in three stages: pre-analysis, exploration of the material and treatment and interpretation of the results. From the analyzed data, we noticed that the ME that best promotes CT is Project Pedagogy, followed by: teaching through investigation, teaching through research/educating through research, investigative experimentation and problem solving. We also realized that all analyzed MEs can promote CT in Science, when well mediated by the teacher.