The Critical thinking (CT) skills and dispositions used by pre-service teachers to justify their perception of CT development opportunities through a sequence of activities

• Satabdi Saha ^[1] ; Araitz Uskola Ibarluzea ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: XXX Jornadas de Investigación en Psicodidáctica: Facultad de Educación de Bilbao Leioa, 23 de noviembre de 2023 / Ursula Luna (ed. lit.), María Victoria Urruzola Esnaola (ed. lit.), Jon Martin Etxebeste (ed. lit.), Amaia Serrano Mariezkurrena (ed. lit.), 2024, ISBN 978-84-9082-651-5, págs. 197-212
• Idioma: inglés
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  • Texto Completo Libro
• Resumen

  • Critical thinking (CT) should be addressed throughout science education, as it includes the evaluation of claims using evidence. CT is considered not only as argumentation but also civic participation skills and disposition. This study explored pre-service teachers’ (PSTs’) perception of CT. 92 PSTs read the description of a sequence of activities carried by children, and justified whether they believed CT opportunities were provided. The written answers were analyzed, identifying the dimensions of CT to which PSTs referred. The findings revealed that all PSTs recognized the presence of CT opportunities in the activities. Among them, 79% cited specific CT components in their justifications, with 47% highlighting argumentation skills. However, only 8% emphasized evidence evaluation, and a mere 2% addressed three out of the four CT dimensions. These results suggest a need for comprehensive training for PSTs, highlighting the importance of various CT dimensions, particularly the critical evaluation of evidence in science.