IV International Seminar on Critical Thinking
 
21th to 25th October 2019
 

Speakers


 




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    Prof. Ariel Campirán. Universidad Veracruzana (Mexico)


Conference: Critical thinking beyond the disciplines


Abstract: From a disciplinary view, the mastery of a science implies the critical thinking (CT), in the sense that the understanding and management of the theories that conform and converge in it, have involved some processes and products, for example: a) Data abstraction processes closely linked to reality, represented as adequately as possible in models and theories. (ontological and logical-epistemic planes); b. Processes of explanation and argumentation of the phenomena (“objects / relationships” of study) that the disciplines analyze and criticize, by means of logical-epistemic languages ​​designed ex profeso. (linguistic and logical-epistemic planes); c. Products that the theory recognizes as underlying it, for example, definitions, models, explanations, arguments, tests, methods, and methodological criteria whose regulations legitimize the value and status of the discipline / science. From a perspective called transdisciplinary vision, which may or may not include in practice a disciplinary vision, some questions may be asked. What do disciplines put aside? Can the CT support the integration of both visions? I have argued that the CT is a process and a product of the maturity of basic (BT) and analytical (AT) thinking skills. Natural logic and belief without more (doxa) are the elementary axes of the BT around the real, does this turn its processes and products into a lack of ontological and epistemic status as presumed in the theory and disciplinary practice? Are some magical, religious, philosophical and artistic behaviors therefore less valuable? What does the CT do about transdisciplinary knowledge? In this conference I propose that: a) an integrated vision of the disciplinary-transdisciplinary is viable; b). the solution of problems seen as needs, supposes a systemic perspective and a conception of the real as complexus; c) the conjunction of a and b implies that: 1) The BT and the AT are necessary, but not sufficient for the CT, since this requires the development and use of higher order thinking skills; 2) The CT is unfortunately not assumed as necessary for the satisfaction of needs for survival, growth and emotional and verbal identity, while these seem to require no more than basic and analytical skills; 3) The needs of congruence (eg, thought-word-action; or emotion-reason) and of transcendence or self-realization imply the CT. Keywords: critical thinking, language, logical-epistemic categorial plane, cognitive and metacognitive skill.


CV: Postgraduate, UNAM-1984. Instructor of Diploma in: Competences (1996-1998); in Teacher Competencies for the development of Critical and Creative Thinking Skills (1999-2003); in Critical thinking for problem solving (2016-2017). Professor at the Faculty of Philosophy of the UNAM (1982-4) and Faculty of Philosophy at the Universidad Veracruzana (1985-2017). Coordinator of the State Academy of Critical and Creative Thinking Skills of the AFBG-UV: (2013-2014) (2016-2017). Director of the Ergo philosophy magazine, Faculty of Philosophy, Universidad Veracruzana. (1987-2017). President of the Mexican Academy of Logic (2011-2013). Speaker and workshop at national and international conferences. Author of books and articles on critical thinking training.


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   Prof. Martín Castro UPAEP (México)


Conference: From practice to critical thinking theory: some considerations


Abstract: Is it possible to think critically without developing a critical thinking theory? It seems uncontroversial to argue that the answer to this question is affirmative. In the same way it is possible for the members of a species to reproduce under certain conditions without developing population genetics, it seems that thinking critically is an activity that could be carried out even when ignoring its underlying theory. However, if we consider the inverse of the previous question it seems the answer is not affirmative. Is it possible to develop critical thinking theory without thinking critically? If thinking critically is a process that implies, among many other things, habits of inquiry, reasoning and prediction, claiming that we can advance a theory of critical thinking without thinking critically sounds rather counterintuitive. Hence, given this asymmetry between theory and practice, in this contribution we explore a semantic-pragmatic approach of what we could (or should) call critical thinking theory. Keywords: Theory, process, event, model.

CV: Doctor of Philosophy of Science from the National Autonomous University of Mexico, Master in Artificial Intelligence and Bachelor of Philosophy from the Universidad Veracruzana. He has a degree in Computational Sciences from the Benemérita Autonomous University of Puebla and in Mathematics from the National Distance University of Mexico. He has been a member of the National System of Researchers (Level 1) since 2015, of the Mexican Academy of Logic, of the Association for Symbolic Logic, and has been a member of the Mexican Society of Artificial Intelligence. Among his recent publications are Term Functor Logic Tableaux, An Intermediate Term Functor Logic and Programming with Term Logic


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   Prof. Joaquim Ferreira. Universidade de Coimbra (Portugal)


Conference: Psychosocial and cognitive development of higher education students: challenges and opportunities


Abstract: The adaptation of the emerging adult to the demands of higher education is a complex process and involves the dynamics of factors of a personal and contextual nature. In this context, this document focuses on understanding the psychosocial and cognitive development of the emerging adult and the role played by the dynamics of interaction with the context of higher education in this process. After this, it presents a set of guidelines that higher education institutions must integrate into their strategic plan, in order to contribute intentionally to the overall development of the student. It also highlights the importance of promoting psychosocial and cognitive skills in the construction of an educational / training project that facilitates the transition of emerging adults in the context of higher education to decent work, an essential condition for personal, social and community well-being.


CV: Doctor and Professor, Faculty of Psychology and Educational Sciences, University of Coimbra. He is Coordinator of the Inter-University Doctorate in Educational Psychology (University of Coimbra and University of Lisbon), Coordinator of the Psychology of Education, Development and Counseling area of ​​the Integrated Master in Psychology, Faculty of Psychology and Educational Sciences, University of Coimbra and Coordinator of the Research Group on “Psychosocial Transitions” of the Institute of Cognitive Psychology, Social and Human Development (FCT Research Unit). Has taught several curricular units in the Bachelor, Master and Doctorate in the areas of Psychology and Education. He has published numerous papers in international and national journals such as Journal of Vocational Behavior, Journal of Career Assessment, Career Development Quarterly, Addictive Behaviors, Brazilian Journal of Vocational Guidance, Spanish Journal of Psychology, Portuguese Journal of Pedagogy, Portuguese Journal of Education, Psychological, Motricity and Psychological Analysis. He has actively participated in the editorial board of several international scientific journals, including The Counseling Psychologist, Journal of Career Assessment and Adult Development Bulletin. He is Associate Professor at the University at Albany (State University of New York), USA. He has coordinated and participated in several research and intervention projects, funded by the FCT and Grundtvig, POAT and POPH Programs. He has supervised fifteen PhD dissertations and dozens of Master´s theses, and is currently supervising six Doctoral and three Master´s theses. She has been part of the Scientific and Organizing Committees of several national and international scientific meetings. He was President of the National Association for Youth Support (ANAJOVEM) for three consecutive terms. He was President of the General Assembly of the Faculty of Psychology and Educational Sciences of the University of Coimbra, from 2009 to 2013. He is a member of the General Council of the University of Coimbra.

 

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   Prof. Eliseo Guajardo Ramos. Universidad Autónoma del Estado de Morelos (Mexico)


 Conference: Critical thinking in the curriculum of Compulsory Public Education in Mexico. Congruences and Contradictions


Abstract: Critical thinking already appeared in the New Educational Model (2017), as a generic transversal capacity of the entire compulsory curriculum (From Preschool to Higher Secondary Education). There will be, for the first time, a General Law of Higher Education (Now, mandatory) that is not yet known. But critical thinking is multicited in the guidelines for the management of strategic projects with extraordinary resources, which are already circulating in public universities. The truth is that this concept has never been invoked so much in official education documents. A coincidence could be that the current Federal Administration changed the concept of quality to that of exilence. And if the product of critical thinking is not the simple success, it can be multiple and diverse, but the best and singular of the possible answers. Then, it would be more compatible with excellence. As long as the intention of the current policy is not a ploy of a barter between synonyms.


CV: He is a Psychologist and Master in Higher Education by the Autonomous University of Nuevo Leon. Doctor in Higher Education from El Colegio de Morelos. Doctorate Honoris Causa by the Pedagogical Institute of Graduate Studies, Celaya, Guanajuato. Member of the State System of Researchers, Level B, since 2015. He has worked on the psychogenetic assessment of the Written Language and Mathematics. With the development of diagnostic instruments. In the last 20 years it has been dedicated to the theme of Inclusive Education for Persons with Disabilities at all educational levels, including the Higher level. He holds the University Program for Educational Inclusion and Attention to Diversity of the UAEM and Academic Coordinator of the Master´s Degree in Attention to Diversity and Inclusive Education. Faculty of Human Communication, UAEM.


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   Prof. Jesús Jasso. Universidad Autónoma de la Ciudad de México


Conference: Critical thinking. In search of a non-reductionist definition

Abstract: Different CT definitions are currently available. These distinctions arise as much within a field of knowledge ex. gr. in philosophy, as in the conceptual production of different fields interested in the extension, intention and application of CT ex. gr. in psychology, pedagogy, education, neuroscience, formal and informal logic, reasoning and complexity - just to mention a few cases. The purpose of this paper is to provide some arguments in favour of a non-reductionism in the definition of CT. To do this, I am interested in analytically distinguishing CT as a state and mental disposition of CT as an addition of cognitive skills. But, at the same time, I propose a compatibilist conceptualization of the CT, whose content privileges the notion of linguistic order. According to this perspective, the CT is a special state of mind and a potential and innate mental disposition. Both stages can be constituted and developed via cognitive skills. I will develop the above points to finally defend that the relationship between state, disposition and ability is not a condition arising from mystery, lightness or unreflection about the mental life of a human reasoner, but the way in which such a reasoner acquires and conveniently uses language to preserve orderly information clusters. In linguistic effectiveness we will find the point of demarcation between types of human reasoners. Keywords: critical thinking, compatibilist definition, language, human reasoner, mental state-disposition-skill. 

CV: He holds a PhD in Philosophy of Science from the National Autonomous University of Mexico (UNAM). He has research stays in Barcelona (UB), Madrid (UAM), Spain and Buenos Aires (IES / UNSTA), Argentina. He is currently a member of the National System of Researchers Level I (CONACyT); professor-full-time researcher at the Autonomous University of Mexico City (UACM), Academy of Philosophy and History of Ideas, B, Area: Logic and Epistemology. He is the President of the Mexican Academy of Logic, A.C. (Period 2019-2021). He has directed different theses referring to specific problems in Philosophy of Language. In addition, he is the author of several articles in peer-reviewed publications on topics such as Philosophy of Language, Philosophy of Mathematics and Philosophy of Logic. As well as author of articles in Philosophical Practice. He has also coordinated the book Jasso, M. Jesus and Diaz, H. Patricia (Coord.): Contemporary Problems of Philosophy. Additionally, he is responsible for the Research Project: Logic, Argumentation and Critical Thinking. Theoretical-Methodological Problems and Educational Practices, by UACM. This project constitutes the third phase of two previous immediate research projects on the lines of Research in Logic, Argumentation, Ontology, Critical Thinking and Philosophy for Children and Young People. He participates as a speaker, coordinator and international organizer of Seminars, Congresses and Workshops on Logic, Philosophy of Logic and Philosophy at various prestigious academic institutions in Mexico and abroad.


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   Prof. Yasaldez Eder Loaiza Zuluaga. Universidad de Caldas (Colombia)


Conference: Teachers and critical thinking


Abstract: A fundamental purpose of the educational system is the training in critical thinking, it is an ideal that overflows with instrumentalist and scientific interests of education. Critical thinking must therefore be recognized as the foundation of science and society; silly that, a person makes use of critical thinking when doing experimental work, analyzes or develops theories and solves problems that arise. This type of thinking allows personal, professional and citizen self-realization (Campos, 2007), which allows the development of different aspects such as skills and attitudes to face and solve problems, an impending need in the education system. By virtue of this, recognizing Ennis´s (2002) approaches, it is necessary that in educational institutions they care to keep an open mind, and provide the possibility of achieving in-depth learning in students, rather than being well informed, that they learn to judge the credibility of a source, who can develop and defend a reasonable position (argue), and define terms in an appropriate manner in relation to contexts; since these attitudes or dispositions favor and enhance critical thinking. The formation of critical and autonomous people within the educational system is a common desire, which is related to the deepening of meanings and to realizing what is behind the ideas, arguments, theories, ideologies, and social practices of which We are witnesses daily (Mejía, Peralta & Orduz, 2002) and deserve research interest in science teaching. It is also important to recognize that different strategies have been used to train teachers and students around critical thinking, some oriented to the use of conceptual tools (Mejía, Orduz & Peralta, 1987); others have leaned towards the development of cognitive skills (Lemming, 1998; Colima, 2007; Facione, 2007; U. of Georgia, 2003), also, there are investigations oriented to the analysis of the tests used to measure critical thinking (Mc Millan, 1987); Likewise, several studies have been carried out to conceptualize critical thinking (Bachelard, 1994; Lipman, 1989, among others). In this sense, the idea is to recognize from the research papers and theoretical developments, how to understand and deal with the issue of Critical thinking in the classroom from the teaching staff.


CV: Professor of the Department of Educational Studies at the University of Caldas). Associate professor at the Catholic University of Manizales. Undergraduate and postgraduate teacher in Education. Director of the doctorate in Education at the University of Caldas. Director of the Latin American Journal of Educational Studies. Associate researcher, Colombia. Leader group of research teachers and contexts (to COLCIENCIAS). Academic pair - processes of qualified registration and accreditation of academic programs in Education. Writer books and scientific articles in education - pedagogical practices - teacher training and critical thinking.  


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   Prof. Rui Marques Vieira. Universidade de Aveiro (Portugal)


   Profª. Celina Tenreiro. Universidade de Aveiro (Portugal)


Conference: 25 years of research, formation and innovation on critical thinking in education.


Abstract: Since the 1980s, critical thinking has been progressively recognized by agencies, bodies and researchers as one of the purposes of education and a growing area of ​​interest in various fields and fields of knowledge. The reasons for this are related to a set of complex modifications of contemporary society, such as those related to scientific and technological advances. During the same period of time diverse research, training and innovation in education has been carried out. In this context and what the authors of this conference have been conducting and orientating in Portugal, particularly in the last 25 years, we will try to systematize their contributions and implications for education in general, as well as for education in basic science, in particular. In this sense, emphasis will be given to theoretical or rationale frameworks for the promotion of critical thinking that has been deepening as well as advances in the dimensions that must be taken into account. Regarding its transposition into didactic-pedagogical practices, such as teaching / learning strategies, we will try to present the evidence, resulting from the research, which supports the ones that are most promising and how they should be. implemented, including teacher training. Emphasis will also be placed on the educational, including digital, resources that have been developing (designing, producing, implementing and evaluating) on ​​the basis of the acronym PIGES: (i) Begin the promotion of Critical Thinking from the early years of schooling; (ii) Intentionally adopting a conceptualization; (iii) Gradually and according to learners´ potential and contexts; (iv) Explicitly identifying the dimensions to promote; and (v) Systematically throughout schooling and life. Keywords: Critical Thinking; Research, training and innovation in education


CV: Rui Marques Vieira. Since 2004, he is a Professor at the University of Aveiro where he has developed his teaching, particularly in the Masters (2nd Cycles) and PhD (3rd Cycle) in the area of ​​Education. He is a member of the Board of the Department of Education and Psychology and has participated in several studies and research projects in Science Education in Basic Education, especially the National Teacher Training Program in Experimental Teaching of Sciences of the Portuguese Ministry of Education. He has authored several communications, articles and has published several books. He is a Member of the Center for Didactic Research and Technology in Training of Trainers [CIDTFF] of the University of Aveiro where he has developed research studies in the area of ​​Teacher Training; curricular development, with emphasis on the dimension of Critical Thinking Capacities; Education in Sciences for the first years of schooling and Articulation of educational contexts, namely through ICT.


CV: Celina Tenreiro-Vieira. Professor of Mathematics / Natural Sciences of the 2nd Cycle of Basic Education, in a mobility situation at the University of Aveiro, since 2005/2006. Degree in Mathematics / Natural Sciences; Master and PhD in Educational Sciences (didactic specialty). Member of the Center for Research in Didactics and Technology in Training of Trainers of the University of Aveiro, has developed research studies in the area of ​​Teacher Training; Thought Capabilities; and Education in Science and Mathematics. In these areas there are several publications of books and articles in magazines, as well as communications presented in national and international congresses. He was part of the Group of Experts in the Portuguese Unit of the Eurydice Network (Ministry of Education, Office of Information and Evaluation of the Educational System) to participate in the studies: Quality Assurance in Teacher Education in Europe (2006) and Science Teaching in Schools in Europe (2006). Currently, he is a member of the National Technical and Scientific Commission for the Follow-up of the Training Program in Experimental Teaching of Sciences, created by the Ministry of Education.


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   Profª. Patricia Morales. Pontificia Universidad Católica de Perú

Conference: Critical thinking skills and science teaching: meeting and evaluation points

Abstract: For several decades, the need to incorporate the development of critical thinking skills into the pedagogical models of higher education has been more strongly recognized, since they are an important part of the skills that prepare students to face the complexity of life and of the work environment. In the context of the training of new scientists, the relationship between the components of critical thinking and the processes involved in scientific practice is clear. The conscious and intentional use of thinking skills is essential to develop hypotheses that will then be confirmed or refuted based on the analysis of evidence and the application of knowledge; as well as to outline conclusions from the results obtained and base them with good arguments. However, the tendency to maintain a traditional teaching of science, focused on disciplinary content and problem solving is still very strong. The literature reports a variety of alternative approaches to traditional science teaching that ignore those based exclusively on the transmission of information, which does not mean that a definitive solution to the problem of how to teach science has been found. This paper reflects on this situation and presents some experiences where it is about establishing meeting points between the development of critical thinking skills and the teaching of science, with different levels of achievement.

CV: Is Principal Professor at Department of Science of Pontificia Universidad Católica del Perú (PUCP). She is Director of the Chemistry Master Degree Program and member of the research group “Pensamiento Crítico y Pensamiento Positivo” at University of Salamanca, Spain. Patricia received her Ph.D. degree in Sciences of Education in 2008 from Pontificia Universidad Católica de Chile (Chile). She received her Bachelor of Science degree in Chemistry (1983) and her Master’ degree in Chemistry (1992) from PUCP.  During the last 15 years Patricia’s research interest includes pedagogic innovation in higher education and development of cognitive skills and higher-order thinking skills. In this line she has worked on the validation of instruments to evaluate critical thinking and the development of strategies for the development and evaluation of these skills in university students.


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      Profª. Themys de Cassia Moura de Carvalho. Universidade do Minho (Portugal)

Conference: Critical thinking and creativity: its confluence in the educational field


Abstract: In the educational field, critical thinking and creativity share numerous challenges of today´s society, in which mere conventional knowledge of the school curriculum is no longer sufficient to integrate into a variety of professional fields and social sectors. It is necessary and urgent to train current students to develop an investigative, critical and investigative spirit, at the same time as committed and supportive of global survival. To promote the learning of these new problem-solving skills, both schools and teachers must incorporate new ways of acting and integrating student diversity into their classrooms, through active methodologies and programs that promote the acquisition of tools and techniques of critical thinking and creativity. In this paper we chose a creative thinking development program to exemplify the role of school and teachers in this paradigm shift. The program presented is structured in 32 sessions, during which 20 different creativity techniques were worked with the students, such as analogies, story transformation, animated ideas, list of attributes or the art of asking. The application and evaluation of this program in students of 11 and 12 years of public schools in Brazil resulted in gains for the experimental group, compared to the control group, in the fields of creativity, academic performance and perception of the teacher-teacher relationship. student. These results are discussed and suggestions for the future development of creativity in school are pointed out. Keywords: Creativity. Creativity development Creativity programs Pedagogical Innovation Creative products Teacher training Critical thinking.

CV: Doctor of Education Sciences, from the University of Minho (Portugal), with a Specialty in Educational Psychology. He is a member of the Research Group on Cognition, Learning and Performance of the University of Minho. She is an external consultant of the Ibero-American Youth Organization and an official of the Ministry of Education of Maranhão (Brazil). It has several publications and collaborations in the field of education and Latin American cooperation. He specializes in the development of creativity in the school environment.


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Profª. Silvia F. Rivas. Universidad de Salamanca (Spain)


Conference: Evaluation of critical thinking: essential and poorly attended


Abstract: In recent times, there is a growing interest in higher education for the improvement of the transversal skills of critical thinking. The new approach by competences of university education gives it a central role in the new curricula and, although they are still scarce, there is a significant increase due to the development of programs that improve these skills, within the different areas of study University. But everyone knows that the implementation of any methodology must necessarily follow the evaluation of its effectiveness, as this is what allows us to improve and change it, and this is not always done. And for that, no instrument should be worth it. The evaluation must walk hand in hand with the intervention. We need effective and valid evaluation systems that allow us to more accurately evaluate critical thinking skills and that fit the objectives of our interventions. There is no use for a good initiative without an adequate evaluation tool. It is at this point where there is a great emptiness, especially in our language. In addition, as common sense suggests, a diagnosis must be made before any treatment. In order to intervene in any field, such as the one we care about here, education, we must identify the gaps and obstacles that hinder the learning process. But, for that, we need to have, as already said, valid measuring instruments. In the field of evaluation, our group has been developing tools for a long time. We have designed tests of a different nature: performance, and psychometric or standardized. Therefore, in this conference we will justify the importance of evaluation, we will describe the fundamentals of program evaluation, we will develop a review of the tests and we will present our evaluation system that we have been working on for years. Keywords: critical thinking, education, evaluation.


CV: PhD in Psychology, from the Pontifical University of Salamanca (Spain). He has been teaching critical thinking at the University of Salamanca and the I.E. for nineteen years. University of Segovia and giving courses and conferences in other universities, from different countries. He has published articles on instruction and evaluation of critical thinking. He has contributed to the development of the ARDESOS program for the improvement and improvement of critical thinking skills. Since 2008 he has developed, together with Dr. Saiz, the critical thinking test PENCRISAL. Currently, he continues to develop the tools of instruction and evaluation of critical thinking at the University of Salamanca, within the Research Group Recognized by the University: "Critical Thinking Group and Positive Psychology" 


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   Prof. Carlos Saiz. Universidad de Salamanca (Spain)

Conference: Critical thinking, problem solving and personal well-being


Abstract: From its origins, research on Critical Thinking has always been predominantly applied to education. In recent decades it has spread to other domains, such as health, economy, negotiation or conflict resolution. In reality, Critical Thinking is applicable to any field, given the transversal nature of its competences. In this forum, we will focus on what components of Critical Thinking are essential for personal well-being. It could be argued that, in our current world, being able to improve both individual and social well-being depends on good decision-making and problem-solving strategies. However, this is not enough; just as important is the ability to execute them. Action is what leads to change. Reflection alone may end up being purely art - it is behavior that turns it into reality. We believe the potential of Critical Thinking as action for change has not been sufficiently developed, and therefore, it has not been seen as essential for personal well-being. Here, we focus on how to address this shortcoming. Keywords: critical thinking, problem solving, decision making, change, and personal fulfillment


CV: Holds a PhD in Psychology and has been teaching and researching critical thinking for two decades. He has published numerous articles in international journals and taught courses and conferences in different countries. For the past few years, he has been coordinating the Recognized Research Group (GIR) Critical thinking and Positive Psychology, at the University of Salamanca. The group´s priorities are instruction and evaluation of critical thinking. As a result of the effort of this group, a program of critical thinking, ARDESOS-DIAPROVE, has been developed and has been tested and published. Within the group, a critical thinking test, PENCRISAL, has also been created. This evaluation tool has been validated psychometrically in our language, both in Spain and in Peru. The test has been adapted linguistically to other Ibero-American countries, and a Portuguese version has been created. On the group´s website (www.pensamiento-critico.com), you can find resources of different types, courses, and updated information on critical thinking, in addition to the publications and activities of the group.


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   Prof. Óscar Tamayo. Universidad de Caldas (Colombia)

Conference: Critical thinking in specific domains of knowledge

Abstract: Around the study of Critical Thinking (PC) there are many tensions that are currently studied by different academic communities. We can mention, among others, the following: the general or specific nature of the PC, its relationship with scientific thinking, with creativity and intelligence, with common sense, with political training and the constitution of citizenship, as well as its possibility of being taught, learned and evaluated. Of all of them, for our research group Cognition and Education, it is especially important to study the PC in educational contexts. For this we assume their study in specific domains of knowledge and from four categories: argumentation, metacognition, emotions and problem solving. The aforementioned aspects allow us to understand that the formation of critical thinking in school requires joint, intentional and prolonged efforts over time, as well as teaching strategies that empower it

CV: MA in Biology and Chemistry, Caldas University. Master in Social and Educational Development, CINDE-UPN.  Master in Didactics of Natural Sciences and Mathematics, Autonomous University of Barcelona.  PhD in Math and Science Education, Autonomous University of Barcelona. Postdoctoral in Narrative and Science, Santo Tomas University-Córdoba University. The main fields of research in which he works are: Formation and evolution of scientific concepts, models and modeling in science teaching, teaching & learning processes, language & argumentation in science teaching. Professor of doctoral programs in: Social Sciences, Childhood and Youth, CINDE-University of Manizales; Education, University of Caldas; Design and Creation, University of Caldas; Cognitive Sciences, Autonoma University of Manizales.


 
 
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