Tracking in digitalized settings: a critical look at the pedagogical implications of teaching natural sciences for the development of critical thinking
DOI:
https://doi.org/10.71112/txf7wx28Keywords:
teaching practice, educational digitalization, natural sciences, pedagogical mediation, critical thinkingAbstract
The debate regarding digitalization in education focuses on the integration and application of technologies within educational systems, often paying little attention to what it actually means to teach in a digitized environment. This article aims to analyze the pedagogical implications of the digitalization of teaching from a critical perspective, as well as its impact on the development of critical thinking. The study employs a qualitative, interpretive, and critical approach, drawing on document analysis, semi-structured interviews, and focus groups with natural science teachers in Sabana de Torres, Colombia. The results reveal that digitalization affects every stage and process of teaching—from planning to assessment—and necessitates ongoing pedagogical adaptations, mediations, and reflection. The study concludes that teachers' pedagogical skills are the primary drivers of educational innovation, while the technologies employed serve as tools that facilitate the development of critical learning.
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