Causal relationships: a key component of critical thinking within the framework of socio-scientific issues
DOI:
https://doi.org/10.36661/2595-4520.2026v9n2.15500Keywords:
Critical thinking, socio-scientific issues, causal relationships, science educationAbstract
This paper presents a theoretical reflection derived from research on didactic interventions carried out by the authors, aimed at justifying the development of critical thinking through socio‑scientific issues (SSI). First, we outline the general framework of critical thinking, justify its importance, and argue how SSI in science education contribute to its development. We also defend the need to address causal thinking as a necessary condition for both science and critical thinking, since stronger scientific literacy enhances the ability to question ideas that are not supported by evidence. Finally, we present the results of an interview with pre‑service Natural Science teachers regarding their conceptions of causal reasoning within the competencies of critical thinking in the context of SSI. We conclude that causal relations are essential in science education as a key component of critical thinking, as they help challenge pseudoscientific beliefs and absolutist dispositions that hinder complex intellectual activities required to evaluate diverse and sometimes contradictory viewpoints or evidence.
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