Caracterización del pensamiento crítico utilizando las cuestiones sociocientíficas en el estudio de una problemática ambiental

Abstract

ABSTRACT This study characterized critical thinking through the development of a didactic unit for eighth-grade students at a private school in the south of Bogotá, with solid waste as the main theme. The unit was implemented in three phases (Introductory, Scientific Exploration, and Awareness Proposals), with a total of five activities across all phases. Critical thinking was established as the main category, and the subcategories were skills that describe a critical-thinking student: to reflect, to lead, to innovate, and to build. The objective of the study was to characterize critical thinking in eighth-grade students through the resolution of activities involving socio-scientific issues relevant to their reality and context. To obtain the results, the didactic unit was applied to 24 students, of whom 4 (E1, E2, E3, E4) were selected based on their academic performance in the natural sciences subject. Using both group and individual data, information was collected for each activity through two Likert scales and two semi-structured interviews with the 4 students under study. The implementation of the didactic unit based on socio-scientific issues proved effective in promoting critical thinking skills in eighth-grade students. A learning environment was achieved in which participants reflected on the issue of solid waste, used audiovisual tools to spark curiosity, and demonstrated leadership skills by sharing their learning with primary-level students.