<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142019000200081</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cuestiones socio-científicas y pensamiento crítico: Una propuesta para cuestionar las pseudociencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Socio-scientific Issues and Critical Thinking: A Proposal to Question the Pseudosciences]]></article-title>
<article-title xml:lang="pt"><![CDATA[Questóes sociocientíficas e pensamento crítico: uma proposta para questionar as pseudociencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solbes]]></surname>
<given-names><![CDATA[Jordi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>46</numero>
<fpage>81</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142019000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142019000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142019000200081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo de reflexión se aborda, en primer lugar, el origen y la evolución de la educación en Ciencia, Tecnología y Sociedad (CTS) y su relación con las cuestiones socio-científicas (CSC). A continuación, se muestran diferentes propuestas de pensamiento crítico (PC) desde la didáctica de las ciencias, viendo como estas, si se centran únicamente en los aspectos procedimentales del mismo, son insuficientes para desarrollarlo en la enseñanza de las ciencias y que, para ello, es necesario el abordaje de CSC. Por último, se realiza una propuesta de CSC sobre pseudociencias que pueden ser más relevantes en el actual momento histórico de irracionalismo, como por ejemplo, la parapsicología, la astrología, la homeopatía, la curación cuántica y el negacionismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This reflection article addresses the origin and evolution of education in Science, Technology and Society (STS) and its relationship with socio-scientific issues (STS). Below, different proposals for critical thinking (CT) are shown from the didactics of the sciences, seeing how these, if they focus only on the procedural aspects of it, are insufficient to develop it in the teaching of the sciences and because of that the STS approach is necessary. Finally, a STS proposal is made on pseudosciences that may be more relevant in the current historical moment of irrationalism, such as parapsychology, astrology, homeopathy, quantum healing and denialism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de reflexào aborda, primeiramente, a origem e evolução da educagáo em Ciência, Tecnologia e Sociedade (CTS) e sua relacào com questòes sócio-científicas (Qsc). A continuacào, sào apresentadas diferentes propostas de pensamento crítico (PC) a partir da didática das ciências, vendo como estas, se focam apenas nos aspectos procedimentais, sào insuficientes para desenvolve-lo no ensino das ciências e que, para isso, a abordagem de QSC é necessària. Finalmente, é feita uma proposta de QSC em pseudociências que podem ser mais relevantes no atual momento histórico do irracionalismo, como parapsicologia, astrologia, homeopatia, cura quàntica e negacào.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación CTS]]></kwd>
<kwd lng="es"><![CDATA[cuestiones sociocientíficas]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[pseudociencias]]></kwd>
<kwd lng="en"><![CDATA[STS education]]></kwd>
<kwd lng="en"><![CDATA[socio-scientific issues]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[pseudosciences]]></kwd>
<kwd lng="pt"><![CDATA[take a Educacào em CTS]]></kwd>
<kwd lng="pt"><![CDATA[questòes sócio-científicas]]></kwd>
<kwd lng="pt"><![CDATA[pensamento critico]]></kwd>
<kwd lng="pt"><![CDATA[pseudociencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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