Pedagogical actions that promote critical thinking in future science teachers
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i3.3604Info
Authors
- Liliana Pedraja Rejas (CL) Departamento de Ingeniería Industrial y Sistemas, Universidad de Tarapacá https://orcid.org/0000-0001-7732-4183
- Katherine Acosta García (CL) Departamento de Educación, Universidad de Tarapacá https://orcid.org/0000-0001-5744-6618
- Carlos Rodríguez Cisterna (CL) Departamento de Educación, Universidad de Tarapacá https://orcid.org/0000-0002-1962-7335
Abstract
This study aims to identify and characterize the critical thinking skills activated in the discourse of preservice teachers, based on the pedagogical actions implemented by a teacher educator during science lessons. The research is framed within the interpretive paradigm, using a qualitative approach and a single case study design, complemented by discourse analysis. The results show that certain pedagogical actions (such as the formulation of open-ended questions, the use of Socratic dialogue, the modeling of a skeptical attitude, and the implementation of inquiry-based methodologies) promote the activation of skills such as inference, analysis, explanation, and, to a lesser extent, self-regulation. It is concluded that these pedagogical practices help create favorable conditions for the development of critical thinking in teacher education. This study offers a situated contribution that invites further exploration of effective strategies to strengthen this competence in future teachers.
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Copyright (c) 2025 Liliana Pedraja Rejas, Katherine Acosta García, Carlos Rodríguez Cisterna
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