{"CACHEDAT":"2026-06-04 21:26:02","SLUG":"online-module-introduction-to-critical-thinking-Hpjj0ozC7p","MARKDOWN":"Inés Martínez-Pena; Blanca Puig; Maria Evagorou\n\n# Module Purpose\n\n!!State in one or two sentences what participants will do and why. Focus on the intended learning effect (e.g. \"Participants reconstruct the SciLMi Model of Meta-Scientific Literacies to develop a deeper understanding of its domains, competences, learning objectives, learning outcomes, and HOWs\").!!\n\n\n---\n\n# Facilitator Guide\n\n## Materials\n\n\n:::warning\n- [ ] !!List all required items as a checklist.!!\n- [ ] !!Specify format, size, colour, or weight if relevant (e.g. 4 × A0 sheets, 160–200 gsm coloured cardstock).!!\n- [ ] !!Include tools (e.g. glue, tape, markers, pinboard).!!\n\n:::\n\n## Preparations\n\n### !!for …!!\n\n\n:::info\n- [ ] !!Note all tasks to be completed **before the training day**.!!\n- [ ] !!Include steps like printing, cutting, sorting, grouping, or preparing envelopes.!!\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- [ ] !!Describe what to do in the room just before the module starts. Mention table or pinboard arrangement, placement of posters, distribution of materials, etc. Keep it visual and concrete so facilitators can \"see the room\" in their mind.!!\n\n:::\n\n\n---\n\n# Activity Instructions\n\n## **!!1. Step Title, e.g. Learning Objectives Puzzle!!**\n\n\n:::success\n*!!What the facilitator should do out at this step. Add links if materials are digital.!!*\n\n:::\n\n* !!Write short bullet points describing what participants should do.!!\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*!!Optional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!*\n\n:::\n\n\n## **!!2. Step Title!!**\n\n\n:::success\n*!!What the facilitator should do out at this step. Add links if materials are digital.!!*\n\n:::\n\n* !!Write short bullet points describing what participants should do.!!\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*!!Optional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!*\n\n:::\n\n\n---\n\n# Artefacts\n\n* !!List the outputs participants produce (e.g. domain posters, flipchart notes, sticky clusters, digital boards). This helps facilitators know what to collect or display afterwards.!!\n\n\n# Module Purpose\n\nThis module intends to introduce Critical Thinking as a Meta-scientific literacy competence to participants. It is an online opening session oriented towards engage participants in self-reflection about their own vision of Critical Thinking.\n\n\n---\n\n# Facilitator Guide\n\n## Materials\n\n\n:::warning\n- [ ] Slides with structure of the session and activities.\n- [ ] Polleverywhere ()\n- [ ] Google forms\n- [ ] Platform for online meetings (e.g., Zoom, Microsoft Teams…)\n\n:::\n\n## Preparations\n\n### !!for …!!\n\n\n:::info\n- [ ] Create breakout rooms in the virtual platform in advance for working in small groups.\n- [ ] Create the activities in Polleverywhere and generate the corresponding QR codes that will be shared with participants.\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- [ ] !!Describe what to do in the room just before the module starts. Mention table or pinboard arrangement, placement of posters, distribution of materials, etc. Keep it visual and concrete so facilitators can \"see the room\" in their mind.!!\n\n:::\n\n\n---\n\n# Activity Instructions\n\n## **Engaging in Critical Thinking to confront information**\n\n\n:::success\n*Facilitator should explain the goals of the activity and the following steps.*\n\nThis activity integrates Polleverywhere as a tool for one of the steps.\n\n:::\n\n* Think of two media headlines:\n\nOne headline should be false but believable\n\nOne headline should be **true**\n\n* Go to the Poll everywhere:\n\n Post your media headlines anonymously or with your name.\n* Read others' posts and comment or vote on which headline you think is the truth.\n* After a few minutes, we'll reveal the truths and discuss what made them convincing or suspicious.!!ep it sequential and clear.!!\n\n\n:::tip\n*Facilitators can support participants providing instructions on how to access and use the Polleverywhere. Additional link should be provided in case difficulties arise when using the QR code.*\n\n:::\n\n\n## **What is Critical Thinking (CT) for you?**\n\n\n:::success\n*Facilitators introduce the question of this activity and emphasises the need to address this question considering their daily teaching and practises.*\n\nThis is an activity that consists of creating a word cloud in Polleverywhere.\n\n:::\n\nWhat is Critical Thinking (CT) for you?\n\n* Propose some terms related to Critical Thinking.\n\n\n* You can answer the question in: \\[*ADD LINK/QR CODE TO THE ACTIVITY*\\]!!Start each with a Bloom's verb (e.g. *decide, place, discuss, compare*).eep it sequential and clear.!!\n\n\n:::tip\n*Facilitators can support participants providing instructions on how to access and use the Polleverywhere. Additional link should be provided in case difficulties arise when using the QR code. In case participants face difficulties during the activity, some keywords can be provided as examples.*\n\n*After the activity is completed, present the word cloud to participants and briefly reflect and discuss about it.*\n\n:::\n\n## **How do you think that critical thinking connects with effective democratic citizenship?**\n\n\n:::success\nBreakout rooms are necessary for this activity\n\n:::\n\n* Each of you will be assigned to a breakout room.\n\n\n* In small groups, discuss the question: How do you think that critical thinking connects with effective democratic citizenship?\n\n\n* Then, the main conclusions of each group will be put in common.\n\n\n:::tip\n*Facilitators should introduce the question and explain what effective democratic citizenship means. Afterwards, facilitators should distribute participants into small groups considering their background disciplines in order to form interdisciplinary teams. It is important that facilitators attend to different breakout rooms and address especific needs that may arise during the activity.*\n\n:::\n\n\n---\n\n## **What entails critical thinking for you?**\n\n\n:::success\n*Google forms is necessary for this activity. The online form should allow to attach different types of files (e.g., pictures, pdf, word, etc.)*\n\n:::\n\n* Select words from the list:\n * Arguments\n * Evidence\n * Emotions\n * Empathy\n * Open-mindedness\n * Values\n * Information management\n * Meta-cognition\n * Decision-making\n * Action\n* Use the words you selected to create a concept map that represents your view of Critical Thinking. Feel free to add more concepts.\n * You can create your concept map by hand and take a picture of it, or you can create it digitally.\n\n\n* Upload your concept map in the following link: \\[*ADD LINK TO THE GOOGLE FORMS*\\].\n* Facilitator displays an example of the concept map participants have elaborated.\n\n\n:::tip\n*After the activity is completed, facilitators should use one or two participant concept maps as representative examples for reflecting and discussing about their vision on Critical Thinking and its components.*\n\n:::\n\n## **Deepening on Critical Thinking**\n\n\n:::success\nBreakout rooms are necessary for this activity.\n\n:::\n\n* Each of you will be assigned to a break out room.\n\n\n* In small groups, compare the concept maps of CT (activity: *What entails critical thinking for you?*) with the SciLMi competence framework.\n* What similarities and differences did you find between your concept map and the others?\n\n\n:::tip\n*Facilitators should distribute participants into small groups considering their background disciplines in order to form interdisciplinary teams. It is important that facilitators attend to different breakout rooms and address especific needs that may arise during the activity.*\n\n:::\n\n## Key ideas about Critical Thinking\n\n\n:::success\nThis is an input oriented to provide some insights about Critical Thinking and Critical Thinking instruction.\n\n:::\n\n* A representation of Critical Thinking and its components is provided, based on the literature (Jiménez-Aleixandre, M. P. & Puig, B. (2022). Educating critical citizens to face post-truth: the time is now. In B. Puig & M. P. Jiménez-Aleixandre (eds.). *Critical thinking in Biology and Environmental Education. Facing challenges in a post-truth world*. Springer). \n* Five key ideas about Critical Thinking:\n * \"Critical\" does NOT imply \"finding fault\" → It involves \"evaluation\", or \"judgement\".\n * CT is a \"practice\" rather than a skill → It can NOT be learned by transmissive instruction.\n * CT is NOT a fixed attribute → It is a dynamic activity that is developed through its practice.\n * CT goes beyond analytical thinking → It includes a dimension of \"critique\" and \"perspective taking\", that entails looking at things from different perspectives.\n * CT must be practiced by teachers and students.\n\n\n:::tip\n*Facilitators explain the different components included in this representation and making connections with the previous concept maps elaborated by participants.* \n\n:::\n\n## Linking Critical Thinking to your teaching\n\n\n:::success\nBreakout rooms are necessary for this activity.\n\n:::\n\n* Each of you will be assigned to a break out room.\n\n\n* In small groups, discuss:\n\n\n1. Do you already use some competences of the SciLMi framework in your teaching? If yes, provide examples of how you practice the framework.\n2. If you do not use it, why not? Do you think it is feasible to include it in your teaching?\n\n\\[*PROVIDE LINK TO SCILMI LEARNERS FRAMEWORK ON WIKI FOR DISCUSSION*\\]\n\n\n:::tip\n*Facilitators should distribute participants into small groups considering their background disciplines in order to form interdisciplinary teams. It is important that facilitators attend to different breakout rooms and address especific needs that may arise during the activity. The SciLMi learners framework needs to be briefly introduced at this point.*\n\n:::\n\n## Can we trust the information we find searching online?\n\n\n:::success\nBreakout rooms are necessary for this activity.\n\n:::\n\n* Part 1. SSI: Genetic Modified Organisms (GMO) are good for you. Do you agree or not?\n\n Lets vote to see who agrees.\n\n How do we decide and how do we search and trust information?\n\n\n* Part 2. Search questions: What are GMOs? Are GMOs good for us?\n\n Group 1: Google\n\n Group 2: Bing, Yahoo\n\n Group 3: Youtube, Tiktok, Instagram\n\n Group 4: AI (chatpgp, perplexity)\n\n\n* Work in groups and prepare short responses that you will present\n\n\n:::tip\nFacilitators should guide the activity in accordance to the structure of the activity. For part 1 it is relevant to enhance participant interaction among whole group fostering collective reflection on the questions. For part 2, breakout rooms are needed and can be organised using the same groups previously established.\n\n:::\n\n## Final Task: preparation for on-site training\n\n* Please bring at least one example of the teaching materials you are currently using in your class.\n\n# Artefacts\n\n* Word cloud about concepts related to Critical Thinking.\n* Individual concept maps about participants' vision on Critical Thinking and its components.\n\n \\\n* Both productions → Provide infomation about the initial vision that participants have about Critical Thinking, to what extent the initial vision aligns with Critical Thinking as a Meta-scientific Literacy according to SciLMi learners framework, and allows to adjust later activities according to this.\n\n \\","HTML":"

Inés Martínez-Pena; Blanca Puig; Maria Evagorou

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Module Purpose

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!!State in one or two sentences what participants will do and why. Focus on the intended learning effect (e.g. "Participants reconstruct the SciLMi Model of Meta-Scientific Literacies to develop a deeper understanding of its domains, competences, learning objectives, learning outcomes, and HOWs").!!

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Facilitator Guide

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Materials

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\n
\n\n
    \n
  • !!List all required items as a checklist.!!\n
    • \n
  • !!Specify format, size, colour, or weight if relevant (e.g. 4 × A0 sheets, 160–200 gsm coloured cardstock).!!\n
    • \n
  • !!Include tools (e.g. glue, tape, markers, pinboard).!!\n
    • \n
\n
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Preparations

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!!for …!!

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\n
\n\n
    \n
  • !!Note all tasks to be completed before the training day.!!\n
    • \n
  • !!Include steps like printing, cutting, sorting, grouping, or preparing envelopes.!!\n
    • \n
  • !!Be specific enough that another facilitator could follow the list without asking questions.!!\n
    • \n
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Activity Setup

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\n\n
    \n
  • !!Describe what to do in the room just before the module starts. Mention table or pinboard arrangement, placement of posters, distribution of materials, etc. Keep it visual and concrete so facilitators can "see the room" in their mind.!!\n
    • \n
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Activity Instructions

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!!1. Step Title, e.g. Learning Objectives Puzzle!!

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!!What the facilitator should do out at this step. Add links if materials are digital.!!

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!!Optional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!

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!!2. Step Title!!

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!!What the facilitator should do out at this step. Add links if materials are digital.!!

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!!Optional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!

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Artefacts

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Module Purpose

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This module intends to introduce Critical Thinking as a Meta-scientific literacy competence to participants. It is an online opening session oriented towards engage participants in self-reflection about their own vision of Critical Thinking.

\n
\n

Facilitator Guide

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Materials

\n
\n
\n\n
    \n
  • Slides with structure of the session and activities.\n
    • \n
  • Polleverywhere (https://www.polleverywhere.com/)\n
    • \n
  • Google forms\n
    • \n
  • Platform for online meetings (e.g., Zoom, Microsoft Teams…)\n
    • \n
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Preparations

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!!for …!!

\n
\n
\n\n
    \n
  • Create breakout rooms in the virtual platform in advance for working in small groups.\n
    • \n
  • Create the activities in Polleverywhere and generate the corresponding QR codes that will be shared with participants.\n
    • \n
  • !!Be specific enough that another facilitator could follow the list without asking questions.!!\n
    • \n
\n
\n
\n

Activity Setup

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\n\n
    \n
  • !!Describe what to do in the room just before the module starts. Mention table or pinboard arrangement, placement of posters, distribution of materials, etc. Keep it visual and concrete so facilitators can "see the room" in their mind.!!\n
    • \n
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Activity Instructions

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Engaging in Critical Thinking to confront information

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Facilitator should explain the goals of the activity and the following steps. This activity integrates Polleverywhere as a tool for one of the steps.

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One headline should be false but believable

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One headline should be true

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Post your media headlines anonymously or with your name.

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Facilitators can support participants providing instructions on how to access and use the Polleverywhere. Additional link should be provided in case difficulties arise when using the QR code.

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What is Critical Thinking (CT) for you?

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Facilitators introduce the question of this activity and emphasises the need to address this question considering their daily teaching and practises. This is an activity that consists of creating a word cloud in Polleverywhere.

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What is Critical Thinking (CT) for you?

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Facilitators can support participants providing instructions on how to access and use the Polleverywhere. Additional link should be provided in case difficulties arise when using the QR code. In case participants face difficulties during the activity, some keywords can be provided as examples. *After the activity is completed, present the word cloud to participants and briefly reflect and discuss about it.*

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How do you think that critical thinking connects with effective democratic citizenship?

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Breakout rooms are necessary for this activity

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Facilitators should introduce the question and explain what effective democratic citizenship means. Afterwards, facilitators should distribute participants into small groups considering their background disciplines in order to form interdisciplinary teams. It is important that facilitators attend to different breakout rooms and address especific needs that may arise during the activity.

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What entails critical thinking for you?

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Google forms is necessary for this activity. The online form should allow to attach different types of files (e.g., pictures, pdf, word, etc.)

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After the activity is completed, facilitators should use one or two participant concept maps as representative examples for reflecting and discussing about their vision on Critical Thinking and its components.

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Deepening on Critical Thinking

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Breakout rooms are necessary for this activity.

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Facilitators should distribute participants into small groups considering their background disciplines in order to form interdisciplinary teams. It is important that facilitators attend to different breakout rooms and address especific needs that may arise during the activity.

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Key ideas about Critical Thinking

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This is an input oriented to provide some insights about Critical Thinking and Critical Thinking instruction.

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Facilitators explain the different components included in this representation and making connections with the previous concept maps elaborated by participants. 

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Linking Critical Thinking to your teaching

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Breakout rooms are necessary for this activity.

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  1. Do you already use some competences of the SciLMi framework in your teaching? If yes, provide examples of how you practice the framework.
    2. \n
  2. If you do not use it, why not? Do you think it is feasible to include it in your teaching?
    3. \n
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\\[PROVIDE LINK TO SCILMI LEARNERS FRAMEWORK ON WIKI FOR DISCUSSION\\]

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Facilitators should distribute participants into small groups considering their background disciplines in order to form interdisciplinary teams. It is important that facilitators attend to different breakout rooms and address especific needs that may arise during the activity. The SciLMi learners framework needs to be briefly introduced at this point.

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Can we trust the information we find searching online?

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Breakout rooms are necessary for this activity.

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Lets vote to see who agrees.

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How do we decide and how do we search and trust information?

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Group 1: Google

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Group 2: Bing, Yahoo

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Group 3: Youtube, Tiktok, Instagram

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Group 4: AI (chatpgp, perplexity)

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Facilitators should guide the activity in accordance to the structure of the activity. For part 1 it is relevant to enhance participant interaction among whole group fostering collective reflection on the questions. For part 2, breakout rooms are needed and can be organised using the same groups previously established.

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Final Task: preparation for on-site training

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Artefacts

\n\n","UPDATEDAT":"2026-05-21T15:24:24.813Z","ID":"4f9a021e-566c-4924-875e-7c518b561a89","TITLE":"Online Module: Introduction to Critical Thinking"}