The teaching of Biology and critical thinking: the importance of metacognition
Four perspectives to take into consideration for the teaching of Natural Sciences for critical thinking are defined in this paper: sophisticated meta-scientific; theoretical model and socio – critical; plural theoretical and non exceptionalist of the humankind; direct approach to relevant cases and...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2019
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28528 |
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| Sumario: | Four perspectives to take into consideration for the teaching of Natural Sciences for critical thinking are defined in this paper: sophisticated meta-scientific; theoretical model and socio – critical; plural theoretical and non exceptionalist of the humankind; direct approach to relevant cases and metacognitive reflection on cognitive biases and epistemological obstacles. After a brief comment on the first three perspectives, the fourth is deeply analyzed, highlighting the importance of metacognition to foster critical thinking from the teaching of Sciences. These general principles are illustrated with cases related to the teaching of Biology and some specific aspects of the teaching of this science in relation with critical thinking are discussed. |
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