21st Century Skills in Chemistry Education: Promoting Critical Thinking about Knowledge and Methods in Chemistry
Keywords:
critical thinking, chemistry education, Brandon's matrix, scientific methodsAbstract
A Spanish transcript of Dr. Sibel Erduran keynote lecture is transcripted in this article. This was a part of the XIX reunion of chemistry educators organized by the Association of Chemistry Educators of the Argentine Republic (ADEQRA) and the Universidad Nacional de Misiones (UNaM) (https://www.youtube.com/watch?v=jEot8FtLJMs). In this conference, some research results of the Project Calibrate were presented giving priority to the skills that promote the critical thinking in times of misinformation.
References
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Erduran, S. (2019). Argumentation in Chemistry Education: Research, Policy and Practice. Londres: Royal Society of Chemistry.
Erduran, S., El Masri, Y., Cullinane, A. y Ng, Y. P. D. (2020). Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries. International journal of science education, 42(9), 1544-1567.
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Erduran, S. y Wooding, S. (2021). A Project Calibrate approach to summative assessment of practical science. School Science Review, 102(381), 71-77.
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Ioannidou, O., Finch, K. y Erduran, S. (2021). Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science. Journal of Education for Teaching.
Halpern, D. F. (2002). Thought and knowledge: an introduction to critical thinking. Mahwah: Lawrence Erlbaum Associates.
Sternberg, R. J. (1986). Critical Thinking: Its Nature, Measurement and Improvement. Washington DC: National Institute of Education.
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Copyright (c) 2021 Sibel Erduran; Teresa Quintero, Germán Hugo Sánchez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
