Relevance of the socio-cultural perspective in the discussion about critical thinking

dc.creatorImperio, Alessandra
dc.creatorKleine Staarman, Judith
dc.creatorBasso, Demis
dc.date2020-11-09T13:46:03Z
dc.date2020-11-09T13:46:03Z
dc.date2020
dc.date.accessioned2022-10-18T12:13:06Z
dc.date.available2022-10-18T12:13:06Z
dc.identifierhttp://repositorio.ucm.cl/handle/ucm/3171
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4443426
dc.descriptionCritical thinking (CT) is considered a key skill for success in the 21st century. Worldwide educational policies advocate the promotion of CT, and researchers across different fields have been involved in a wide debate on its definition, without reaching an agreement. Currently, research has not adequately addressed CT assessment, nor the way in which it should be taught. In the present work, an overview of the topic is provided, as well as an evaluation of the practices, in order to provide researchers or practitioners (particularly those involved in primary school education) a reference for the development of further theories and methods about CT in education. We consider CT from the perspective of philosophy, cognitive psychology, and education sciences, and in addition, we propose the inclusion of a fourth, which could be referred as socio-cultural pedagogic perspective, due to its important implications in teaching and assessment practices.
dc.languageen
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.sourceRicerche di Pedagogia e Didattica, 15(1), 1-19
dc.subjectCritical thinking approaches
dc.subjectTeaching thinking
dc.subjectAssessing thinking
dc.subjectPrimary school
dc.subjectApprocci al pensiero critico
dc.subjectInsegnamento del pensiero
dc.subjectValutazione del pensiero
dc.subjectScuola primaria
dc.titleRelevance of the socio-cultural perspective in the discussion about critical thinking
dc.typeArtículos de revistas


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