Pensamiento científico en la educación secundaria: acercamiento al estado de la cuestión.

This article reviews the international state of the art of research on the development of scientific thinking in secondary school students. In order to systematize the research perspectives of scientific publications in this field into thematic areas and conceptual approaches, an analytical literature review was carried out by mapping the bibliographic information of research articles about this topic published between 2011 and 2021 and indexed in the Redalyc, Scopus, and Web of Science databases. The results describe the relationship between three conceptual approaches (i.e., political perspective, pedagogicaldidactic perspective, and philosophical perspective) and eleven thematic areas. They also reveal the existing interest of secondary education in operationalizing scientific thinking and strengthening the development of skills, abilities, attitudes, and competences using pedagogical and didactic strategies articulated with political and curricular guidelines. This should enable students to apprehend general and particular domains of science and contribute to the construction of a global scientific culture. It is concluded that the development of high school students' scientific thinking should be consistent with their social, political, and ethical needs and deepen their conceptual understanding, due to its historical, complex, and multidisciplinary nature. [ABSTRACT FROM AUTHOR]