Propuesta didáctica sobre la electromovilidad en Chile para promover el Pensamiento Crítico en el aula de ciencias de secundaria

In an era in which people are increasingly exposed to issues such as misinformation, education must place even more emphasis on the promotion of critical thinking among students. Particularly within science education research, new frameworks and specific activities are being developed to support teaching practices across various educational levels. This study describes activities from a didactic sequence designed for secondary education and selected results from its implementation in the Chilean context. The sequence specifically targeted critical thinking through scientific argumentation on the topic of electromobility, an emerging policy measure in Chile and elsewhere. The sequence enabled students to engage emotionally, cognitively, and critically with the content, and to begin to form informed opinions on the issues involved.