Enseñar ciencias y promover habilidades de pensamiento crítico: una articulación necesaria

The transformation of the rationalities that underlie the way in which the teaching-learning process is carried out in universities has become a challenge for pedagogical models in higher education. This challenge becomes greater in the case of the areas of Science and Engineering where a conservative pedagogical practice has prevailed. For this reason, it is necessary to search for alternatives to traditional teaching in which the development of other capacities and skills in students that contribute to the formation of permanent and autonomous learners is incorporated. This paper reflects on this situation and presents the results of the implementation of a strategy to promote critical thinking skills with first-year Science and Engineering students from a Peruvian university, in the context of a General Chemistry course.