Development of critical thinking in the teaching of chemistry

This research is based on the contemporary need to strengthen the quality of education through the formation of critical citizens, capable not only of analyzing, arguing and making informed decisions, but also of assuming reflective, responsible and committed attitudes towards reality in its multiple dimensions: local, regional, national and global, in line with the guidelines promoted by UNESCO in the framework of the 2030 Agenda. This study proposes and implements a didactic strategy oriented to the development of critical thinking in eleventh grade students of the Departmental Educational Institution El Triunfo (El Colegio, Cundinamarca), from the teaching-learning process of chemistry in secondary education, based on the theoretical background of critical thinking and the postulates of the historical-cultural theory of Lev Vygotsky, considering its didactic implications and the epistemological particularities of chemistry as a school discipline.