{"CACHEDAT":"2026-06-04 21:31:01","SLUG":"on-site-module-critical-thinking-in-the-scilmi-framework-LgKzWbVSjR","MARKDOWN":"Inés Martínez-Pena; Blanca Puig; Maria Evagorou\n\n# Module Purpose\n\nParticipants connect the framework with Critical Thinking using diverse strategies that enhace argumentation and reflection.ScIl\n\n\n---\n\n# Facilitator Guide\n\n## Materials\n\n\n:::warning\n- [ ] SciLMi learners framework\n- [ ] Word cloud of Critical Thinking from online modules\n- [ ] White poster paper, colour pens, colour sticky notes, clips, boards.\n\n:::\n\n## Preparations\n\n### !!for …!!\n\n\n:::info\n- [ ] Facilitators need to display the word cloud of critical thinking created in the previous online session by the participants in order to refresh key ideas on Critical Thinking necessary for this module. \n- [ ] \\\n- [ ] !!Be specific enough that another facilitator could follow the list without asking questions.!!\n\n:::\n\n## Activity Setup\n\n\n:::info\n- [ ] Learners framework should be visible in the room before strating the activity\n- [ ] Materials need to be distributed among the groups considering the number of members.\n\n:::\n\n\n---\n\n# Activity Instructions\n\n## Let's refresh our ideas on Critical Thinking\n\n\n:::success\n*This is a reminder activity. Facilitator should use the word cloud from online module for refreshing participants' view on Critical Thinking.*\n\n:::\n\n* Your results from the kick-off:\n\n \\[PASTE THE WORD CLOUD ELABORATED BY PARTICIPANTS\\]\n\n## **Connect critical thinking to learners framework**\n\n\n:::success\n*Facilitators promote the visualization of the framework in relation to Critical Thinking.* \n\n:::\n\n* Work in subject specific groups and explore the framework thinking about the following questions:\n * Which domains and learning objectives are relevant for critical thinking?\n * Choose three  learning objectives and their corresponding domain and discuss how these are linked to critical thinking. Think of an example from your class.\n * For the domains and the learning objectives that you have identified that are linked to critical thinking rank them from easier to more difficult according to your opinion.\n * Please create a poster to present at the end (3-5 minutes each).\n\n\n* !!Start each with a Bloom's verb (e.g. *decide, place, discuss, compare*).!!\n* !!Keep it sequential and clear.!!\n\n\n:::tip\n*The facilitators create subject-specific groups according to participants' main subject.*\n\n*Additionally, access to SciLMi learners framework in the Wiki should be provided.*\n\n:::\n\n## **Experience Critical Thinking as a Meta-scientific Literacy competence** \n\n\n:::success\n*Facilitators display an anchor story about the socio-scientific issue of vaccination in which three characters that recreated different positions on the topic discuss.* \n\n:::\n\n* What positions appear in this dialogue about vaccines?\n* ![](/api/attachments.redirect?id=0942e850-45a9-4916-81aa-5613a38ba3fb \" =4277x2190\")Identify the position each character in the anchor story and identify which framework items are represented in their dialogue.\n* Fill this table with the arguments of each character:\n\n ![](/api/attachments.redirect?id=95d080f7-667a-4b3e-b037-a1feaa4ad83e \" =1267x324\")\n\n \\\n Are all of the arguments rational? \n\n Do you think emotions are present in these arguments?\n\n \\\n\n\n:::tip\n*The facilitators introduce the driven question of the concept cartoon: What positions appear in this dialogue about vaccines? and enhace participants to discuss in their own groups which positions and critical thinking skills linked to the framework appear in the debate.* \n\n:::\n\n## **Input. How to address SSI information and avoid mis-information.**\n\n\n:::success\n*After the anchor story, facilitators should introduce a brief prompt and present a tool practice-oriented to helpt students manage SSI information and avoid mis-information.*\n\nInput from: \n\nOsborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Kivinen, K., Kozyreva. A., & Wineburg, S. (2022). Science Education in an Age of Misinformation. Stanford University, Stanford, CA\n\n\nFigure 1 (page 10). Available in: !!Keep it sequential and clear.!!\n\n\n:::\n\n\n---\n\n# Artefacts\n\n* Most of the activities are based on group discussion.","HTML":"

Inés Martínez-Pena; Blanca Puig; Maria Evagorou

\n

Module Purpose

\n

Participants connect the framework with Critical Thinking using diverse strategies that enhace argumentation and reflection.ScIl

\n
\n

Facilitator Guide

\n

Materials

\n
\n
\n\n
    \n
  • SciLMi learners framework\n
    • \n
  • Word cloud of Critical Thinking from online modules\n
    • \n
  • White poster paper, colour pens, colour sticky notes, clips, boards.\n
    • \n
\n
\n
\n

Preparations

\n

!!for …!!

\n
\n
\n\n
    \n
  • Facilitators need to display the word cloud of critical thinking created in the previous online session by the participants in order to refresh key ideas on Critical Thinking necessary for this module.\n
    • \n
  • \\\n
    • \n
  • !!Be specific enough that another facilitator could follow the list without asking questions.!!\n
    • \n
\n
\n
\n

Activity Setup

\n
\n
\n\n
    \n
  • Learners framework should be visible in the room before strating the activity\n
    • \n
  • Materials need to be distributed among the groups considering the number of members.\n
    • \n
\n
\n
\n
\n

Activity Instructions

\n

Let's refresh our ideas on Critical Thinking

\n
\n
\n\n

This is a reminder activity. Facilitator should use the word cloud from online module for refreshing participants' view on Critical Thinking.

\n
\n
\n\n

\\[PASTE THE WORD CLOUD ELABORATED BY PARTICIPANTS\\]

\n

Connect critical thinking to learners framework

\n
\n
\n\n

Facilitators promote the visualization of the framework in relation to Critical Thinking.

\n
\n
\n\n\n
\n
\n\n

The facilitators create subject-specific groups according to participants' main subject. *Additionally, access to SciLMi learners framework in the Wiki should be provided.*

\n
\n
\n

Experience Critical Thinking as a Meta-scientific Literacy competence

\n
\n
\n\n

Facilitators display an anchor story about the socio-scientific issue of vaccination in which three characters that recreated different positions on the topic discuss.

\n
\n
\n\n

\"\"

\n

Are all of the arguments rational? 

\n

Do you think emotions are present in these arguments?

\n
\n
\n\n

The facilitators introduce the driven question of the concept cartoon: What positions appear in this dialogue about vaccines? and enhace participants to discuss in their own groups which positions and critical thinking skills linked to the framework appear in the debate.

\n
\n
\n

Input. How to address SSI information and avoid mis-information.

\n
\n
\n\n

After the anchor story, facilitators should introduce a brief prompt and present a tool practice-oriented to helpt students manage SSI information and avoid mis-information. Input from: Osborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Kivinen, K., Kozyreva. A., & Wineburg, S. (2022). Science Education in an Age of Misinformation. Stanford University, Stanford, CA Figure 1 (page 10). Available in: https://sciedandmisinfo.sites.stanford.edu/sites/g/files/sbiybj25316/files/media/file/science_education_in_an_age_of_misinformation.pdf!!Keep it sequential and clear.!!

\n
\n
\n
\n

Artefacts

\n","UPDATEDAT":"2026-05-21T15:24:35.145Z","ID":"d6eb9fea-c758-40af-89d0-5dbbd61b462d","TITLE":"On site Module. Critical Thinking in the SciLmi Framework"}