Abstract
In this article, we bring the results of an investigation that aimed to develop a thematic didactic unit (TDU) about plastics, having as guidelines the assumptions of Critical Thinking (CT), and the subsequent application in a high school class. After the application, the potential of this material to mobilize CT capabilities among students was investigated, as well as the likely indicators of such mobilization. This article focuses on the re-reading and reorganization of data related to the application of the TDU, the analysis being limited to a stage that sought to mobilize the ability to ask and answer questions for clarification. This process led us to assume two a priori categories, Facts and Examples, and acknowledge the emergence of 19 subcategories, which were understood as indicators of the capacity to mobilize CT. The TDU showed to have the potential to mobilize such capacity for CT because the didactic-pedagogical material was intentionally planned for this purpose.
Keywords
Chemistry teaching; Intermediate school; Critical thinking; Psychology and education