Critical Thinking Perspectives and Science Teacher Education in Brazilian Research
DOI:
https://doi.org/10.35819/tear.v12.n1.a6614Abstract
Critical Thinking (CT) in Science Teaching is currently considered as a powerful perspective for helping learners become critical and reflective subjects. Thus, by means of a state-of-knowledge survey conducted in the Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT), using the keywords critical thinking, teacher education and science teaching, this paper aims to review previous graduate research on the implications of CT for Science Teacher education. Based on content analysis (Lüdke and André, 2013), the selected corpus was analyzed in three stages: selection and pre-categorization, category analysis, and discussion and theorization of the previously described categories. The first step was to read the abstracts of the articles that had been selected from the search results for the purpose of composing the corpus for the present study. The resulting sample consisted of 13 studies produced between 2007 and 2021. After the analysis of the sample, two major categories were determined: the concept of CT and teacher education; each was assigned to two subcategories. There has been a recent increase in research on CT in the field of Science Teaching, often drawing on the theoretical framework developed in Portugal - which influences the concepts of CT. However, although several studies were conducted on the evaluation and deployment of teaching strategies, CT-oriented teacher education still faces important challenges. Therefore, this review highlights the need for further research on CT, particularly addressing how it can be developed through teacher education.
Keywords: Critical Thinking. Teacher education. Science Teaching.
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