Critical thinking: from discourse to achievement. A possible undertaking?
DOI:
https://doi.org/10.36661/2595-4520.2026v9n2.15517Keywords:
Critical thinking, higher education, science educationAbstract
The integration of thinking skills into higher education is a complex process that can be influenced by multiple factors. Some of these depend on educational institutions, their curricular models, and their resources. Others relate to teachers' level of knowledge about these skills to design appropriate strategies for classroom application. Aspects related to students are also important, including their cognitive abilities, attitudes, disposition, and motivation. In the case of science education, the close relationship between the development of critical thinking and scientific skills is clear; however, it is common for the curricular structure and teaching methods to fail to translate this relationship into concrete pedagogical practice. This article analyzes the main aspects that can influence the success or failure of a project of this magnitude and proposes an implementation framework.
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