Promoting critical thinking through mathematics and science teacher education: the case of argumentation and graphs interpretation about climate change

A shift from teaching to learn learning think is necessary promote critical thinkers. Since teachers tend replicate the educational models they have experienced as students, new references are needed. In order address these concerns, we present an interdisciplinary intervention in initial teacher education and analyse its impact on teachers’ thinking awareness of importance it. The based potential socio-scientific issues support argumentation provide meaningful contexts for graph interpretation. content analysis participants’ responses before after inquiring about climate change shows increase level capacity read beyond data, providing evidence development thinking. addition, pre-service explicitly refer their future responsibility preparing students face current challenges, demonstrating need