Critical Thinking and science education: state of knowledge in the South American context

Abstract

Critical Thinking is understood as an essential way of thinking for life, promoting the autonomy of citizens. This research is a literature review on Critical Thinking in a South American context, excluding Brazil. We analyzed 28 articles, selecting them according to concepts of Critical Thinking: A, emphasizing reflective thinking; and B: emphasizing emancipatory thinking. Of the 28 articles, 23 were from concept A, 3 were from concept B, and 2 fit into both. In the analysis of the references in the collected articles, we found 628 authors who contributed to Critical Thinking. We also conducted an analysis of the main teaching methodologies present in the articles. The study revealed that the articles tend to use concepts, more focused on rationality and reflection. Regarding methodologies, we noted a higher frequency of Problem-Based Learning and Inquiry-Based Learning, which place the student as the protagonist in the construction of their own knowledge and which relate to investigative teaching.