A formação inicial de professores e a Didáctica das Ciências como contexto de utilização do questionamento orientado para a promoção de capacidades de pensamento crítico

Abstract

In the emergent frame of the necessity to consider critical thinking inpreservice science education, this article reports a study carried out with themain purpose of determining whether questioning toward critical thinking is ateaching strategy that promotes preservice science teachers´ critical thinking. To perfom the questioning strategy, assuring that the questions asked appealto critical thinking abilities, it was used the FRISCO approach as a theoreticalframework. The study was undertaken in the context of the subject "Didactic ofSciences I" of a preservice elementary science education course. The resultsshow evidence that supports the conclusion that the adopted strategy wasadequate to the intended goal.