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  • © 2022

Critical Thinking in Biology and Environmental Education

Facing Challenges in a Post-Truth World

Editors:

(view affiliations)
  • Contains cutting-edge research on a range of Critical Thinking (CT) dimensions

  • Offers CT tasks and projects and analysis of their implementation in the classroom

  • Presents tools and resources to promote CT in teaching

Part of the book series: Contributions from Biology Education Research (CBER)

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USD 119.00
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  • ISBN: 978-3-030-92006-7
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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xii
  2. Perspectives on Critical Thinking

    1. Front Matter

      Pages 1-1
    2. Educating Critical Citizens to Face Post-truth: The Time Is Now

      • María Pilar Jiménez-Aleixandre, Blanca Puig
      Pages 3-19
    3. Culturally Relevant Science Education and Critical Thinking in Indigenous People: Bridging the Gap Between Community and School Science

      • Alejandra García Franco, Lisber Ferrara Reyes, Alma Adrianna Gómez Galindo
      Pages 55-72
  3. Research About Critical Thinking in Environmental and Sustainability Education

    1. Front Matter

      Pages 167-167
    2. Teaching Science in Chilean Environmentally Degraded Areas: An Analysis from a Critical and Ecofeminist Perspective

      • Corina González-Weil, Valeria León, Delia Cisternas, Gabriel Caro, Roberto Morales
      Pages 169-187
    3. Spatial and Temporal Dynamics in Climate Change Education Discourse: An Ecolinguistic Perspective

      • Asli Sezen-Barrie, Joseph A. Henderson, Andrea L. Drewes
      Pages 189-209
    4. Epistemic Beliefs as a Means of Understanding Critical Thinking in a Socioscientific Environmental Debate

      • Kévin De Checchi, Gabriel Pallarès, Valérie Tartas, Manuel Bächtold
      Pages 229-248
  4. Concluding Remarks

    1. Front Matter

      Pages 267-267

About this book

This volume seeks to broaden current ideas about the role of critical thinking (CT) in biology and environmental education considering educational challenges in the post-truth era. The chapters are distributed into three sections, perspectives of a theoretical character (part I), empirical research about CT in the context of biology and health education (part II), and empirical research on CT in the context of environmental and sustainability education (part III). The volume includes studies reporting students’ engagement in the practice of critical thinking, and displays how CT can be integrated in biology and environmental education and why biology and environmental issues are privileged contexts for the development of CT. The chapters examine a range of dimensions of CT, such as skills, dispositions, emotions, agency, open-mindedness, or personal epistemologies. In addition, they explore topics such as climate change, sustainable diets, genetically modified food, vaccination, acceptance of evolution, homeopathy, and gene cloning.

Concluding remarks regarding the connections between the chapters and future directions for the integration of critical thinking in biology and environmental education are presented in a final chapter.

Keywords

  • Biology Education
  • Environmental Education
  • Critical Thinking in Biology Education
  • Evidence Evaluation in Critical Thinking
  • Critical Thinking in Indigenous Groups
  • indigenous Science Education
  • Community Science
  • Climate Change Education
  • Education for Sustainable Development
  • Vaccination in Schools

Editors and Affiliations

  • Facultade Ciencias da Educación, Universidade de Santiago de Compostela, Santiago de Compostela, Spain

    Blanca Puig, María Pilar Jiménez-Aleixandre

About the editors

Blanca Puig is assistant professor in science education at the Faculty of Education, Universidade de Santiago de Compostela (USC), Spain. Her research interest focusses on  the analysis of argumentation and the practice of critical thinking in the context of socio-scientific instruction. She is the main investigator of RODA (Reasoning, Argumentation and Discourse) research group  and the leader of a National project on critical thinking and epistemic practices in contexts related with the post-truth era . She serves on the ERIDOB academic committee and as associate editor in the Journal of Research in Science Teaching board.


Maria Pilar Jiménez-Aleixandre is Ad Honorem Professor of science education in the Universidade de Santiago de Compostela, Spain. Her research program explores the development of argumentation and critical thinking in the science classroom. Author of highly cited publications, her h Index is 40. She has received awards in the field, the last one NARST Distinguished Contribution to Science Education through Research award, in 2019. She serves on the board of Science Education and other WoS journals.

Under the pen name of Marilar Aleixandre, she has also published fiction and poetry; some books and a sample of her work in short stories and poems is collected in anthologies in English.

 



Bibliographic Information

Buying options

eBook
USD 119.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-92006-7
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book
USD 159.99
Price excludes VAT (USA)