A didactic proposal for the development of critical thinking in the high school science classroom

We live in a hyper-connected world marked by the challenging "post-truth era". In this context, there is an urgent need to help young people develop critical thinking strategies and this requires instruction, practice and time. The school scientific activity offers a perfect setting to promote it. After analyzing the concept of critical thinking, focusing on its teaching in the science classroom, this article presents two tools made for the design of activities that focus on the development of critical thinking in the science classroom: MOPC (Critical Thinking Operational Map) and EDAPC (Scheme for the Design of Critical Thinking Activities). Next, it is shown how these tools were applied to the design of an activity, as an example, and the results obtained after their implementation are presented. Finally, some observations and general considerations are made in relation to the tools presented and the development of critical thinking throughout schooling.