LEADER 05706nam 22007335 450 001 9910551825203321 005 20251107110752.0 010 $a9783030920067 010 $a3030920062 024 7 $a10.1007/978-3-030-92006-7 035 $a(MiAaPQ)EBC6898837 035 $a(Au-PeEL)EBL6898837 035 $a(CKB)21343269400041 035 $a(DE-He213)978-3-030-92006-7 035 $a(EXLCZ)9921343269400041 100 $a20220228d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCritical Thinking in Biology and Environmental Education $eFacing Challenges in a Post-Truth World /$fedited by Blanca Puig, María Pilar Jiménez-Aleixandre 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (277 pages) 225 1 $aContributions from Biology Education Research,$x2662-2327 311 08$aPrint version: Puig, Blanca Critical Thinking in Biology and Environmental Education Cham : Springer International Publishing AG,c2022 9783030920050 327 $aPart I. Perspectives on Critical Thinking -- 1. Educating critical citizens to face post-truth: the time is now -- 2. Critical thinking in the flesh: movement and metaphors in a world in flux -- 3. Emotional sense-making and critical thinking in the era of post-truth: The case of climate change -- 4. Culturally relevant science education and critical thinking in Indigenous groups: bridging the gap between community and school science -- Part II. Research about Critical Thinking in Biology and Health Education -- 5. The role of evidence evaluation in critical thinking -- 6. Supporting critical thinking through engagement in dialogic argumentation: The case of discussing genetically modified food -- 7. Critical thinking to decide what to believe and what to do regarding vaccination in schools. A case study with primary pre-service teachers -- 8. Students' thinking strategies and the role of arguments as a shared thinking tool -- 9. Fostering critical thinking about health issues. Facts of success and failure in the case of homeopathy -- Part III. Research about Critical Thinking in Environmental and Sustainability Education -- 10. Teaching science in environmentally degraded areas: An analysis from critical and ecofeminist perspective -- 11. Spatial and temporal dynamics in climate change education discourse: An ecolinguistic perspective -- 12. Social responsibility and critical disposition for considering and acting upon conflicting evidence in argumentation about sustainable diets -- 13. Epistemic beliefs as a means of understanding critical thinking in a socioscientific environmental debate -- 14. Primary school teachers? understanding of critical thinking in the context of education for sustainable development -- Part IV. Concluding Remarks -- 15. The integration of critical thinking in biology and environmental education. Contributions and further directions. 330 $aThis volume seeks to broaden current ideas about the role of critical thinking (CT) in biology and environmental education considering educational challenges in the post-truth era. The chapters are distributed into three sections, perspectives of a theoretical character (part I), empirical research about CT in the context of biology and health education (part II), and empirical research on CT in the context of environmental and sustainability education (part III). The volume includes studies reporting students? engagement in the practice of critical thinking, and displays how CT can be integrated in biology and environmental education and why biology and environmental issues are privileged contexts for the development of CT. The chapters examine a range of dimensions of CT, such as skills, dispositions, emotions, agency, open-mindedness, or personal epistemologies. In addition, they explore topics such as climate change, sustainable diets, genetically modified food, vaccination, acceptance of evolution, homeopathy, and gene cloning. Concluding remarks regarding the connections between the chapters and future directions for the integration of critical thinking in biology and environmental education are presented in a final chapter. 410 0$aContributions from Biology Education Research,$x2662-2327 606 $aScience$xStudy and teaching 606 $aEnvironmental education 606 $aTeachers$xTraining of 606 $aEducation 606 $aScience Education 606 $aEnvironmental and Sustainability Education 606 $aTeaching and Teacher Education 606 $aEducation 606 $aFormació del professorat$2thub 606 $aEnsenyament de les ciències naturals$2thub 606 $aCiències ambientals$2thub 608 $aLlibres electrònics$2thub 615 0$aScience$xStudy and teaching. 615 0$aEnvironmental education. 615 0$aTeachers$xTraining of. 615 0$aEducation. 615 14$aScience Education. 615 24$aEnvironmental and Sustainability Education. 615 24$aTeaching and Teacher Education. 615 24$aEducation. 615 7$aFormació del professorat 615 7$aEnsenyament de les ciències naturals 615 7$aCiències ambientals 676 $a570.71 676 $a570.71 702 $aPuig$b Blanca 702 $aAleixandre$b Marilar$f1947- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910551825203321 996 $aCritical Thinking in Biology and Environmental Education$92791455 997 $aUNINA