LEADER 04459nam 22006855 450 001 9910919823303321 005 20250613085034.0 010 $a9783031785788 010 $a3031785789 024 7 $a10.1007/978-3-031-78578-8 035 $a(MiAaPQ)EBC31867334 035 $a(Au-PeEL)EBL31867334 035 $a(CKB)37111023800041 035 $a(DE-He213)978-3-031-78578-8 035 $a(OCoLC)1482817247 035 $a(EXLCZ)9937111023800041 100 $a20241230d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCritical Thinking in Science Education and Teacher Training /$fedited by Antonio Joaquín Franco-Mariscal 205 $a1st ed. 2024. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2024. 215 $a1 online resource (323 pages) 225 1 $aContemporary Trends and Issues in Science Education,$x1878-0784 ;$v64 311 08$a9783031785771 311 08$a3031785770 327 $aChapter 1. Theoretical perspectives and approaches for the development of critical thinking -- Chapter 2. Fostering critical thinking in a socio-scientific issue on energy use -- Chapter 3. Development of Critical Thinking in a Historical Context: The Theory of Spontaneous Generation. Ana María Abril-Gallego, Marta Romero-Ariza, Antonio Quesada-Armenteros, and Cristina Cobo-Huesa -- Chapter 4. Personal Autonomy and Decision-Making in Early Childhood Education through the Naturalization of Spaces with the Think-Pair-Share Technique -- Chapter 5. The Comprehensive Treatment of the Urban Space Care Problem through Controversy Mapping in Architecture Students -- Chapter 6. Critical Analysis of Information on Pasteurization by High School Biology Students -- Chapter 7. Secondary School Students' Argumentation on Energy Production and Consumption -- Chapter 8. Argumentation by secondary school students in an inquiry about yogurt consumption -- Chapter 9. Enhancing Argumentation in Teacher Training through Debates within the Context of Formative Research in Uruguay. 330 $aThis edited volume explores the challenge of fostering critical thinking (CT) skills in science education, presenting the ENCIC-CT model as a framework for development. Named after the Science Education and Competences (Enseñanza de las Ciencias y Competencias, ENCIC) research group at the University of Malaga, Spain, this model emphasizes cultivating CT through socio-scientific issues and daily-life problems. It includes three key domains: knowledge, skills, and dispositions, each encompassing various dimensions addressed through scientific practices like argumentation, inquiry, and modeling. Teaching strategies such as gamification, role-playing, micro-debates, augmented reality, controversy mapping, and digital storytelling are highlighted. Spanning theoretical perspectives and practical experiences from early childhood to higher education, this book consolidates findings from the Spanish R&D project, ?Citizens with Critical Thinking: A Challenge for Teachers in Science Education.? It is an essential resource for educators, researchers, and practitioners, offering valuable insights and practical applications for all educational levels. . 410 0$aContemporary Trends and Issues in Science Education,$x1878-0784 ;$v64 606 $aScience$xStudy and teaching 606 $aTeachers$xTraining of 606 $aStudy skills 606 $aScience Education 606 $aTeaching and Teacher Education 606 $aStudy and Learning Skills 606 $aEnsenyament científic$2thub 606 $aFormació del professorat$2thub 606 $aMètodes d'estudi$2thub 608 $aLlibres electrònics$2thub 615 0$aScience$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aStudy skills. 615 14$aScience Education. 615 24$aTeaching and Teacher Education. 615 24$aStudy and Learning Skills. 615 7$aEnsenyament científic 615 7$aFormació del professorat 615 7$aMètodes d'estudi 676 $a507.1 700 $aFranco-Mariscal$b Antonio Joaquín$01781267 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910919823303321 996 $aCritical Thinking in Science Education and Teacher Training$94306036 997 $aUNINA