Creative and Critical Thinking and Modelling: Confluences and Implications for Science Teaching

Abstract

Contemporary society demands the development of creative critical thinking (CCT) as a fundamental objective in science education. However, there appears to be a dissonance between this recognised need and its actual implementation in educational practices. This study explores the potential of modelling practices to intentionally, explicitly, and reflectively integrate the development of CCT in educational settings. To examine this possibility while laying the foundations for future research, the theoretical frameworks of CCT and modelling are synthesised, and their possible points of convergence are analysed in order to test the proposed hypothesis. Two elements that may strengthen their synergy are identified: first, the resources for modelling, such as analogies, which activate analytical, evaluative, creative, and argumentative skills, thereby fostering critical dispositions and a deeper understanding of the nature of science. Second, argumentation, closely connected with communication and information management, is considered a relevant component, especially when addressing socioscientific issues. While further empirical research is needed, the analysis indicates that modelling practices could contribute to the development of CCT.