Pixel International Conferences

Life contexts, today, strongly marked by uncertainty, justify a science education that helps individuals to deal effectively and productively with socially relevant issues involving science and technology. This requires an emphasis on the development of Critical and Creative Thinking (CCT), as they are fundamental to achieving maximum effectiveness in decision-making and problem-solving, within a framework of personal fulfillment and sustainable development. The concern with explicitly and foundationally developing students' CCT potential should be accompanied by an assessment for learning that also integrates and considers the mobilization of thinking skills involved in critical and creative thinking. This implies, deliberately and explicitly, articulating frameworks that support congruent actions in terms of promoting and assessing student learning while integrating CCT. Additionally, assessment for learning should be associated with the diversification of activities and instruments and quality feedback mechanisms that encourage improvement. From this perspective, feedback can (and should) also foster awareness and collaboration and active student involvement in the (self)regulation of their learning processes. In this framework, associated with the diversification of assessment instruments and activities for learning, in conjunction with the implementation of feedback mechanisms for improvement and the development of science learning and competence areas involving CCT, the use of technologies and digital tools, as proposed in the European Framework for Digital Competence for Educators, is noteworthy to enhance learning and assessment for learning. This presentation outlines theoretical frameworks and focuses on excerpts of science activities, oriented towards CCT, integrating assessment for learning.

Keywords: Critical and Creative Thinking, Science education, Assessment for learning, Feedback, Digital tools

REFERENCES

[1] Tenreiro Vieira, C. e Vieira, R. M. (2013). Literacia e pensamento crítico: um referencial para a educação em ciências e em matemática. Revista Brasileira de Educação, 18(52), 183-242. (ISSN 1413-2478)

[2] Vieira, R. M., Tenreiro-Vieira, C., Bem-Haja, P. e Lucas, M. (2023). STEM Teachers’ Digital Competence: Different Subjects, Different Proficiencies. Education Sciences. Education Sciences, 13(1), 1133.

[3] Vincent-Lancrin, S. et al. (2019), Fostering Students' Creativity and Critical Thinking: What it Means in School. Paris: OECD Publishing.