Abstract
This research presents a systematic literature review of articles on critical thinking in Science Education and Mathematics Education. The objective is (1) to identify articles involving critical thinking in Science Education and Mathematics Education in international journals; and (2) to identify the main characteristics of these articles, in terms of: authors; years of publications; periodicals; authors' institutions; countries; citations; teaching levels; fields; the main references cited; and the number of mentions of the term critical thinking. The methodological procedures were performed according to Okoli’s 8 step guide (2015) for conducting a systemtic review and Bardin's Content Analysis (2011). The database used was the Education Resources Information Center (ERIC), from which 63 articles published in 2010-2019 were analyzed. For this, inventories were used to identify the main characteristics of the publications. The results show: a moderate number of articles (63), considering the importance the theme is given in guiding documents; articles (22%) that mention “critical thinking” without citing critical thinking references; articles (78%) that mention “critical thinking” and cite critical thinking references; and a set of articles (32%) that present critical thinking as its main focus, prioritizing the discussion of this theme. In contrast, a set of articles (43%) focused more on proposed teaching approaches than the in-depth investigation/discussion of critical thinking itself. The need for more publications with the main focus on critical thinking in Science Education and Mathematics Education is relevant, as well as research in different contexts such as the evaluation/development of students' and teachers' critical thinking.
Highlights
In the international context, several documents point out the relevance of Science Education for the development of the critical thinking of citizens as a way of actively inserting them into personal and professional environments (Tenreiro-Vieira & Vieira, 2013)
The results show: a moderate number of articles (63), considering the importance the theme is given in guiding documents; articles (22%) that mention “critical thinking” without citing critical thinking references; articles (78%) that mention “critical thinking” and cite critical thinking references; and a set of articles (32%) that present critical thinking as its main focus, prioritizing the discussion of this theme
Several documents point out the relevance of Science Education for the development of the critical thinking of citizens as a way of actively inserting them into personal and professional environments (Tenreiro-Vieira & Vieira, 2013)
Summary
Several documents point out the relevance of Science Education for the development of the critical thinking of citizens as a way of actively inserting them into personal and professional environments (Tenreiro-Vieira & Vieira, 2013). Critical thinking promotes the autonomy of society in terms of knowledge in view of the speed with which technology has been advancing over time It brings the capacity of the citizen to become actively participative through scientific modernity (Tenreiro-Vieira & Vieira, 2013). In this way, Lipman (1991) describes critical thinking as a judgment based on criteria among which the capacities of “investigation, reasoning, organization and transfer of information” are linked In the studies of Halpern (2003) & Siegel (2003), these authors show that critical thinking can be defined by different perspectives and in multiple areas of knowledge, the term accommodates particularities, characteristics and content common to each other, in order to allow that its definition can be understood as normative, configuring critical thinking as an educational objective
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