Relevance of the socio-cultural perspective in the discussion about critical thinking
Relevance of the socio-cultural perspective in the discussion about critical thinking
复制标题
批判性思维讨论中社会文化视角的相关性
DOI：
10.6092/issn.1970-2221/9882
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
D. Basso
中科院分区：
文献类型：
--
作者：
A. Imperio;J. K. Staarman;D. Basso
批判性思维（CT）被认为是21世纪成功的关键技能。世界范围内的教育政策都提倡推广计算机技术，不同领域的研究者对计算机技术的定义也展开了广泛的争论，但没有达成一致意见。目前，研究还没有充分解决CT评估，也没有以何种方式应该教。在目前的工作中，提供了一个概述的主题，以及实践的评价，以提供研究者或从业者（特别是那些参与小学教育）的参考，进一步的理论和方法的发展有关CT在教育。本文从哲学、认知心理学和教育科学的角度对认知测试进行了研究，并提出了第四种视角，即社会文化教学视角，因为它对教学和评估实践具有重要意义。
Critical 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.