Social construction of technology: an experience for development of critical-thinking and nature of science and technology

Abstract

This research aims to contribute to the development of critical thinking skills and concepts of the nature of science and technology through joint work based on primary school curriculum content (energy). It has a mixed design in methodological terms, applying a variety of techniques such as surveys, interviews, participant observation and documentary analysis. The total sample of participants is 130 students aged 11-12 from five different schools. The results of the study show improvements in the concepts of the nature of science and technology (dependence on the use of new technologies and control of technological development by individuals), as well as in critical thinking skills (thinking as hypothesis testing and argument analysis), among participants. For example, there is a perceived increase of 0.34 (2-point scale) in the mean between the initial and final assessment of dependence on the use of new technologies This leads us to conclude that the teaching design implemented is effective for improvement in both areas.