Bibliographic citations
Sotelo, M., (20222022). Concepciones de un grupo de docentes de secundaria sobre la enseñanza del pensamiento crítico en temas controversiales del área de CC.SS. [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/23728
Sotelo, M., Concepciones de un grupo de docentes de secundaria sobre la enseñanza del pensamiento crítico en temas controversiales del área de CC.SS. []. PE: Pontificia Universidad Católica del Perú; 20222022. http://hdl.handle.net/20.500.12404/23728
@misc{renati/20659,
title = "Concepciones de un grupo de docentes de secundaria sobre la enseñanza del pensamiento crítico en temas controversiales del área de CC.SS.",
author = "Sotelo Munayco, María Lucero",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
The development of critical thinking is essential to the academic and civic education of students, the reason for which it has become one of the main objectives of national and international education. Consequently, nowadays, students need to be able to make judgments and perform actions that are congruent with the needs of their social environment. Despite this, several studies show that the intentions of the educational system and its teachers have not always translated into real learning outcomes. Therefore, the present study aimed to identify and analyze the conceptions of social sciences teachers on the teaching of critical thinking about controversial issues. The main results confirm that teachers recognise the importance of establishing a pedagogical practice oriented to the development of critical thinking and the teaching of controversial issues. However, their theoretical and practical difficulties prevail. Indeed, in a case about a teaching situation, their decision making showed a superficial understanding of critical thinking, controversial issues and their teaching. Hence, this investigation proposes that it is necessary to implement spaces for continuous teacher reflection, formation and accompaniment that allow teachers to recognise their conceptions and, through them, opportunities to improve their pedagogical practice.
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