@misc{10481/77417,
year = {2022},
month = {9},
url = {https://hdl.handle.net/10481/77417},
abstract = {Socio-scientific issues demonstrate the relationship
between science, technology, and society by considering currently
unresolved questions. The problem of plastics and their pollution
is just one example with important implications for the planet. The
aim of this paper is to revisit socio-scientific issues and see them as
a way of developing citizens’ critical thinking skills through
chemistry education. In light of the problems posed by plastics, we
present evidence tested with Spanish grade-8 students of how
critical thinking skills can be developed through chemistry
education in terms of the vision of chemistry, understanding
acquisition, a holistic approach to problems, critical analysis of
information, argumentation, decision making, personal autonomy,
and communication. This study also presents some examples of
how progress in the development of critical thinking by students has been evaluated.},
organization = {Spanish Government},
organization = {European Commission	PID2019-105765GA-I00},
organization = {University of Granada/CBUA},
publisher = {American Chemical Society},
keywords = {First-Year Undergraduate/General},
keywords = {High School/Introductory Chemistry},
keywords = {Graduate Education/Research},
keywords = {General Public},
keywords = {Student-Centered Learning},
title = {How Can Socio-scientific Issues Help Develop Critical Thinking in Chemistry Education? A Reflection on the Problem of Plastics},
doi = {10.1021/acs.jchemed.2c00223},
author = {López Fernández, María del Mar and González García, Francisco},
}