Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World

This  volume seeks to broaden current ideas about the role of critical  thinking (CT) in biology and environmental education considering  educational challenges in the post-truth era. The chapters are  distributed into three sections, perspectives of a theoretical character  (part I), empirical research about CT in the context of biology and  health education (part II), and empirical research on CT in the context  of environmental and sustainability education (part III). The volume  includes studies reporting students’ engagement in the practice of  critical thinking, and displays how CT can be integrated in biology and  environmental education and why biology and environmental issues are  privileged contexts for the development of CT. The chapters examine a  range of dimensions of CT, such as skills, dispositions, emotions,  agency, open-mindedness, or personal epistemologies. In addition, they  explore topics such as climate change, sustainable diets, genetically  modified food, vaccination, acceptance of evolution, homeopathy, and  gene cloning.
Concluding remarks regarding the connections  between the chapters and future directions for the integration of  critical thinking in biology and environmental education are presented  in a final chapter.