Contributions of intervention teaching using socioscientific issues to develop critical thinking

Abstract

The purpose of this study is present the impact of an intervention using socioscientific issues to develop critical thinking in university students. It was made with a quasi-experimental study with 56 students for 16 weeks. The pre and post information was assessed from an analysis qualitative and quantitative that compares the type of participant responses once the intervention. The analysis indicates that students emit more grounded arguments relating to value social aspects of science, questioning information from comparing with various sources and indicate reflections as teachers of sciences.