Relations between critical thinking, nature of science and technology in science and technology education in Colombian classrooms

Abstract

One of the main tasks of science education is not just approaching disciplinary concepts and experimental practices, but to create conditions to teach good epistemic habits, which can be evaluated to monitor whether what is done is appropriate. From this perspective, this research aims to assess the relationships between Critical Thinking -CT- and the Nature of Science and Technology -NST- in 13 students from 15 to 17 years old, by using a pre-test, strategy, post-test research pipeline based on the methodology proposed by the project “Education of scientific, technological and critical thinking competences through the teaching of subjects of a science and technology nature” -CYTPENCRI-, and using validated instruments presented in previous research publications, finally, we take as reference the critical and multifactorial analysis of CTSA relationships.

The presented results show the need for young people to acquire the scientific and technological knowledge necessary to function in daily life, which allows them to solve problems and make decisions. This shows the importance of a contextualized didactic treatment, in order to promote the learning of the fundamental aspects of the Nature of Science and Technology in science classes.