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dc.contributor.authorJiménez Taracido, Lourdes (1)
dc.contributor.authorOtero Gutierrez, Jose
dc.date2019
dc.date.accessioned2019-04-08T14:28:25Z
dc.date.available2019-04-08T14:28:25Z
dc.identifier.issn2174-6486
dc.identifier.urihttps://reunir.unir.net/handle/123456789/8147
dc.description.abstractThis paper compares some characteristics of critical thinking promoted in science classes with characteristics of a type of thinking which we have called anti-critical, promoted by some social actors. For this purpose, firstly, we analyze the conceptualizations of critical thinking, especially its evaluative character based on quality standards. Next, we examine some examples of anti-critical thinking that deliberately violate the standards of clarity and precision intended to be developed at schools. Finally, we conclude by stressing the importance of promoting specific interdisciplinary instruction on anti-critical thinking in the classroom.es_ES
dc.language.isospaes_ES
dc.publisherEnseñanza de las Cienciases_ES
dc.relation.ispartofseries;vol. 37, nº 1
dc.relation.urihttps://ensciencias.uab.es/article/view/v37-n1-jimenez-oteroes_ES
dc.rightsopenAccesses_ES
dc.subjectpensamiento críticoes_ES
dc.subjectestándares de pensamientoes_ES
dc.subjectaprendizaje informal de la cienciaes_ES
dc.subjectcritical thinkinges_ES
dc.subjectintellectual standardses_ES
dc.subjectinformal science learninges_ES
dc.subjectJCRes_ES
dc.subjectScopuses_ES
dc.titleLa educación científica frente al pensamiento anticrítico en la vida diariaes_ES
dc.title.alternativeScience education vs. anti-critical thinking in everyday lifees_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttp://dx.doi.org/10.5565/rev/ensciencias.2608


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