Formative assessment as element to make visible the development of competences in science and technology and critical thinking

Abstract

This article presented an experience elaborated in order to improve the scientific literacy and Critical Thinking (CT) skills of Primary Education students. The implementation of this proposal has been made in four primary education schools in Segovia, in the area of Natural Sciences. The analysis of results is qualitative, through an analysis by moments of observation and treatment of categories. The results obtained allow us to observe how the interaction between students, together with the contributions of the teacher (formative assessment) is a remarkable element in the process of reconstruction of knowledge about energy, the execution of CT processes and reflections on socio-scientific issues. The experience allows us to conclude that students have improved their CT skills and scientific literacy while improving their knowledge of energy.