Critical and Scientific Thinking in Learning
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Recommended Prior Knowledge
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Objectives
- Identify the concepts of critical thinking and scientific thinking
- Explain the underlying principles and dispositions associated with critical and scientific thinking
- Describe the construct of Need for Cognition and its relevance to professional practice
- Apply critical analysis, argumentative debate, and problem-solving methodologies in relation to controversial issues
- Use metacognitive strategies to reflect on one’s own thinking processes
- Distinguish between different types of arguments and evidence
- Critically evaluate evidence and arguments in problematic situations, substantiating one's positions
- Formulate hypotheses and propose strategies grounded in critical and scientific thinking -
Teaching Methods
The teaching and learning methodologies of this curricular unit are aligned with a pedagogical model centered on the active engagement of
students in the construction of knowledge and the development of intellectual dispositions essential to a critical and informed educational
practice. The course is structured around three formative axis, each with specific methodologies that integrate conceptual exploration with
practical application, critical analysis, and metacognitive reflection.
The first axis, "What kind of thinkers are we?", invites students to explore their own ways of thinking, reasoning, and decision-making.
Through self-assessment questionnaires, professional dilemmas, and guided debates, students engage with core questions such as: What
is critical thinking? What is scientific thinking? What roles do they play in education? What are our thinking dispositions? This approach
fosters self-awareness and lays the foundations for personalized and meaningful learning.
The second axis, "How to construct and evaluate arguments?", draws on methodologies focused on the critical analysis of texts from
diverse domains (e.g., media, politics, education). Students are encouraged to examine questions such as: How can we identify fallacies,
biases, and unfounded assumptions? What makes an argument strong and clear? How do we distinguish opinion from justification? How
can we avoid superficial or dogmatic thinking? How do we critique with rigor and quality? Activities such as constructing and deconstructing
arguments and engaging in Socratic dialogue promote reasoned argumentation and a commitment to analytical precision.
The third axis, "How to investigate the world critically and curiously?", engages students in micro-research projects, analysis of empirical
studies, and exploration of complex problems. This axis addresses questions such as: How can effective questions be formulated? How can
hypotheses be formulated and validated? What role do doubt, evidence, and explanation play in thinking? These methodologies aim to
foster scientific thinking as a professional attitude grounded in inquiry, evidence-based reasoning, and explanatory depth.
Tutorial hours are intended to support and guide students, individually or in groups, in the development of their tasks, the clarification of
doubts, and the deepening of their learning. They promote a close pedagogical relationship and foster an academic journey that is more
autonomous, reflective, and aligned with the objectives of the curricular unit.
Progressively and coherently integrated into the learning process, these methodologies aim to ensure a demanding and transformative
educational path—one that encourages informed student participation and the development of cognitive and argumentative skills relevant to
professional practice in education. -
Internship(s)
Não
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Syllabus
1. What kind of thinkers are we?
1.1. What is critical thinking?
1.2. What is scientific thinking?
1.3. What role do critical thinking and scientific thinking play in our education?
1.4. What are our thinking dispositions?
2. How to construct and evaluate arguments?
2.1. How can we identify fallacies, biases, and unfounded assumptions?
2.2. What makes an argument strong and clear?
2.3. How do we distinguish opinion from justification?
2.4. How can we avoid superficial or dogmatic thinking?
2.5. How do we critique with rigor and quality?
3. How to investigate the world critically and curiously?
3.1. How can effective questions be formulated?
3.2. How can hypotheses be formulated and validated?
3.3. What role do doubt, evidence, and explanation play in thinking? -
Content Explanation
Two of the core competency areas outlined in the Profile of Students at the End of Compulsory Schooling are critical thinking and scientific
thinking. These competencies are also emphazised in the Curricular Guidelines for Pre-School Education, the Pedagogical Guidelines for
Daycare, and the Essential Learnings for Basic Education, all of which highlight the importance of fostering curiosity, inquiry, reasoning, and
informed analysis from the early years. Therefore, it is essential that future Early Childhood Educators and Primary School Teachers
develop a solid understanding of the foundations and practices of critical and scientific thinking, as central dimensions of an education that
promotes active citizenship, autonomous learning, and pedagogical action that is intentional and reflective. -
Methodology Explanation
The first objective – to develop knowledge about critical and scientific thinking, understanding their foundations, associated dispositions,
and professional implications – is directly addressed by the first formative axis: "What kind of thinkers are we?" Through activities such as
self-assessment questionnaires, analysis of dilemmas, and guided debates, students are challenged to reflect on their own ways of thinking,
reasoning, and decision-making. This process fosters intellectual self-awareness and an understanding of relevant dispositions (such as
Need for Cognition, self-regulation, or openness to evidence), creating a solid foundation for meaningful and personalized learning.
The second axis, "How to construct and evaluate arguments?", contributes to achieving the second objective, which focuses on developing
rigorous and autonomous argumentative skills. The methodologies employed – such as critical analysis of texts, deconstruction of
arguments, and Socratic debates – allow students to practice skills such as questioning, inferring, justifying, and critically evaluating
evidence in diverse and realistic contexts. These practices promote respect for intellectual rigor and argumentative clarity, key elements in
training professionals who can engage in informed and critical participation.
The third axis, "How to investigate the world critically and curiously?", aligns with the objective of fostering an investigative and intellectually
curious attitude. Through the completion of micro-projects, analysis of empirical studies, and exploration of problems, students are
encouraged to formulate effective questions, gather and analyze evidence, and build reasoned explanations. These methodologies
strengthen the commitment to a professional practice grounded in scientific and critical thinking, supported by data.
In summary, the proposed methodologies are not only coherently aligned with the learning objectives, but they also serve as the primary
means for developing the cognitive and argumentative skills intended to be promoted in this curricular unit. -
Responsible Lecturer(s)
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Bibliography
Chatfield, (2022). Critical thinking. Sage.
Ennis, (2018). Critical thinking across the curriculum: A vision. Topoi, 37, 165-184.
Franco & Vieira (2019). Promoting critical thinking in higher education in the context of teacher professional development. Higher Education
Advances, 19, 1-12.
García-Carmona, (2023). Scientific thinking and critical thinking in science education. Science & Education, 32(1), 1-17.
Lombardi, Sinatra, Bailey, & Butler, (2024). Seeking a comprehensive theory about the development of scientific thinking. Educational
Psychology Review, 36(72).
Lopes, Silva, Dominguez & Nascimento, (2019). Educar para o pensamento crítico na sala de aula. Pactor.
Sousa, (2025). Como desenvolver o pensamento crítico nas crianças. Editorial Presença.
Tilak Raj, Chauhan, Mehrotra, & Sharma (2022). Importance of critical thinking in the education. World Journal of English Language, 12(3),
126-133.
Course details
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Code
02102936
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Teaching Mode
PRESENCIAL
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ECTS
3.0
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Duration
Semestrial
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Hours
9h Orientação Tutorial
27h Teórico-Práticas
Conteúdo atualizado em 21/03/2025 15:46
CONTACTS
Escola Superior de Educação
Campus do IPS, Estefanilha
2914-504 Setúbal, Portugal
Telephone: +351 265 710 800
E-mail: info@ese.ips.pt
Academic Services: suporte.ips.pt
LINKS
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