SCIENTIFIC LANGUAGE AS A PROMOTER OF CRITICAL THINKING IN COLOMBIAN EDUCATIONAL INSTITUTIONS

Abstract

Contemporary education faces the challenge of training autonomous students who are capable of understanding, analyzing, and transforming the reality in which they live. In this process, scientific language becomes a fundamental tool, as it allows for the construction of knowledge based on evidence, experience, and argumentation. Encouraging the use of scientific language in school not only promotes disciplined learning, but also fosters the development of critical thinking in today's students. From this perspective, the following general objective is proposed: to reflect on scientific language as a promoter of critical thinking. in Colombian educational institutions. Thus, the methodology used is defined by qualitative research through the interpretive paradigm, which relies on a qualitative approach and, along with this, presents the hermeneutic method applied through content analysis. Since scientific language is characterized by its precision, objectivity, and ability to describe phenomena in a systematic and clear manner, when students discover their skills and learn to use the tools that lead to the development of abilities to interpret information, formulate hypotheses, and argue coherently, this process promotes much deeper learning and, in turn, helps them to reflectively question what is happening in their environment.