Thinking classrooms: Promoting Critical Thinking and Creativity Through Problem Solving

Abstract

In the context of enhancing 21st-century skills, this work seeks to evaluate the relevance of the Thinking Classrooms methodology for fostering creativity and critical thinking in the initial training of teachers. This methodology is based on problem-solving and a specific configuration of tasks and classroom management, using vertical surfaces and group work. To assess the potential of this methodology, two rubrics from the OECD were used to evaluate classes for the development of creativity and critical thinking. As a result, it was found that the methodology has the potential to develop creativity and critical thinking by effectively managing the classroom and presenting open-ended problems with high levels of cognitive demand, as suggested by the literature. As a future line of research, the aim is to validate the methodology by expanding the sample size and analyzing teaching situations in greater depth.