The Use of Socio-Scientific Problems to Develop Critical Thinking in the Teaching of Natural Sciences

Abstract

This study analyzes the use of socio-scientific problems as a strategy for developing critical thinking in the teaching of natural sciences. The objective of the research was to identify teachers’ perceptions and practices regarding the integration of this approach in the classroom. The research was conducted using a mixed-methods approach, combining a literature review on the topic with a survey of 22 teachers at the Edwards Deming Corporate University Technological Institute (ISTUCED). The results show that most teachers use socio-scientific problems in their classes, primarily when covering course content and through strategies such as case studies and classroom debates. Furthermore, teachers believe that using these problems fosters the development of critical thinking, connects scientific knowledge to real-world situations, and promotes informed decision-making. Among the skills developed, scientific reasoning, information analysis, and evidence-based decision-making stand out. However, difficulties related to a lack of teacher training and limited time within the curriculum were also identified. In conclusion, socio-scientific problems constitute a relevant teaching strategy for promoting a more contextualized and reflective approach to science education.