The study, published in the Journal of New Approaches in Educational Research, was motivated by a sobering national context. Colombia has one of the highest university dropout rates in Latin America, and engineering programs have been particularly hard hit, with some institutions closing programs due to low demand and the country facing a shortage of qualified engineers. Researchers have documented widespread deficits in critical thinking among Colombian university students, linking these gaps to poor self-regulation, weak metacognitive strategies, and difficulties with abstract thinking that often trace back to secondary schooling. Against this backdrop, the research team designed an ambitious experiment: could a didactic approach rooted in philosophy, applied to the notoriously abstract terrain of introductory quantum physics, move the needle on the cognitive skills most associated with academic survival and success?

The intervention centered on wave-particle duality, the foundational idea that entities such as electrons and photons behave as both waves and particles depending on how they are measured. This concept is an ideal testing ground for philosophical pedagogy because it directly violates classical intuitions about reality. The researchers structured their course around the Copenhagen interpretation, the most widely taught account of quantum mechanics, which treats the mathematical formalism as a tool for calculating probabilities of observations rather than a description of an observer-independent reality. Students were also exposed to alternative interpretations, including the hidden-variables approach of David Bohm, the objective-collapse model of Ghirardi, Rimini, and Weber, and the many-worlds interpretation of Hugh Everett—provocations designed to spark genuine debate rather than rote acceptance.

The didactic sequence unfolded over ten sessions of one hundred minutes each, spanning four weeks, and was implemented with two consecutive cohorts of engineering students in 2024: fourteen students in the first semester and eleven in the second, aged nineteen to twenty-two, all enrolled in a Waves and Modern Physics course for the first time. Each session combined scientific and philosophical readings drawn from accessible popular articles, videos, and simulators with the core activity of the approach: a Socratic dialogue in which the professor guided without imposing, using essential questions to expose contradictions and stimulate self-criticism. The design followed the philosophical didactics model of Sumachier, which organizes practice into three steps—asking questions to stimulate thinking, listening patiently, and problematizing situations that require reasoned decisions—echoing Matthew Lipman’s pioneering work on philosophy for children. Every session closed with a reflective summary and written responses to open-ended questions.

Assessment was anchored in Bloom’s taxonomy, which articulates critical thinking as six progressive cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. Pilot testing confirmed what the literature predicted: lower-order skills could be fostered by conventional methods, but higher-order skills demanded more complex mediation and were conspicuously deficient. The team therefore narrowed its focus to the three highest levels—analysis, synthesis, and evaluation—designing a questionnaire of open-ended questions that was validated by seven expert judges in physics, mathematics, education, and engineering using Aiken’s V agreement statistics, ultimately yielding twenty-one validated questions, seven per skill. Students’ written answers were transcribed and coded in ATLAS.ti qualitative analysis software, with each response categorized as demonstrating either profound, significant, accurate reasoning or superficial, inaccurate reasoning. From these codings the researchers computed a polarisation ratio, an index ranging from minus one to plus one, where higher values indicate increasingly deep critical thinking, calculated session by session for each skill.

The results were remarkable for the analysis skill. In the first cohort, the polarisation ratio climbed from minus 0.55 to plus 0.41 points over the sequence; in the second, it rose from minus 0.75 to plus 0.45 points. Once improvement began in earnest from the fourth session onward, gains accrued at roughly 0.16 points per session in the first cohort and 0.20 points per session in the second. This meant that students who began the course producing inferences that contradicted the texts they read—confusing, for example, Einstein’s actual reaction to de Broglie’s thesis—ended it capable of nuanced abstraction. One student’s mid-course response captured the shift: the behavior of individual particles is probabilistic and indeterminate, while the propagation of the waves describing those probabilities is deterministic and law-governed, a duality across levels that the student correctly identified as a key idea of quantum mechanics. Co-occurrence analysis revealed that the analysis-of-principles code acted as the articulating hub connecting the other analytical sub-skills, underscoring that the ability to infer an author’s purpose and viewpoint drove much of the observed progress.

Synthesis skills also improved, though more modestly, rising by approximately 0.05 to 0.08 points per session. Early in the sequence, students struggled to combine ideas into coherent conclusions, but by the middle sessions some were proposing surprisingly sophisticated models of the double-slit experiment, imagining particles splitting into multiple trajectories that entangled to produce interference patterns. Graphical tasks—such as drawing how an electron might adapt its wave behavior to fit a stable orbit in a hydrogen atom—revealed partial but genuine conceptual construction, with classic misconceptions persisting alongside emerging quantum insights. The content analysis identified one especially instructive pattern: the ability to gather and communicate information functioned as a cross-cutting axis of synthetic thinking. Even students with limited expressive resources sometimes derived coherent predictions, suggesting that the reflective, reformulation-rich environment of Socratic dialogue allowed conceptually promising ideas to surface despite communicative limitations.

The evaluation skill, the most demanding tier of Bloom’s taxonomy, told a different story. Its polarisation ratio fluctuated erratically, ranging roughly between minus 0.33 and plus 0.17 points, with no clear trend in either cohort. Students frequently offered judgments based on superficial internal criteria or vaguely invoked theoretical concepts without genuine critique, and some fell into internal contradictions, endorsing an anti-realist view in one sentence while attributing measurement outcomes to the system itself in the next. The authors attribute this instability primarily to epistemological challenges: weaknesses in basic skills such as knowledge and application limited the foundation needed for rigorous evaluative reasoning, while students’ persistent classical intuitions and reliance on appeals to authority undermined independent judgment. The study’s conceptual-change framework, following Moreira and Greca, held that conceptions coexist rather than being replaced, and the data confirmed that early misconceptions continued to shape how students formulated critiques even as new quantum ideas were layered onto them.

The comparison between the two independent cohorts provided an important reliability check. Correlating the session-by-session polarisation ratios across cohorts revealed high agreement when the instrument was treated as a global construct, with analysis and synthesis exhibiting consistent patterns, while evaluation showed the expected instability. The researchers were candid about their limitations: the convenience samples were small, occasional student absences may have introduced fluctuations, and the professor’s initial inexperience in conducting Socratic debates sometimes allowed discussions to lose their philosophical depth, particularly affecting the practice of evaluative argumentation. Time pressure was also a real constraint, since the dialogues consumed hours that traditional courses devote to covering the syllabus, potentially squeezing the sessions in which synthesis is usually consolidated.

Nevertheless, the broader implications are difficult to ignore. At a moment when engineering programs across Latin America face dropout crises partly rooted in cognitive-skill deficits, this study demonstrates that philosophy need not be confined to humanities departments. The ten-session sequence, available online and deliberately free of heavy mathematical formalism, offers a flexible and replicable template that any instructor can adapt to university or upper-secondary contexts. The authors recommend that institutions build curricular flexibility into physics courses, incorporating the philosophy of science into educational objectives, and that teachers familiarize themselves with the logic of Socratic debate before deploying it. Future work will strengthen the assessment instrument through confirmatory factor analysis and add micro-lessons targeting the basic skills that philosophical dialogue alone does not cultivate. In an era defined by the second quantum revolution—quantum computing, quantum cryptography, and quantum sensing—the need for engineers who can think critically about foundational concepts has never been greater. This study suggests that a method of questioning older than Socrates himself may be one of the most modern tools available for building that capacity.

Subject of Research: The impact of a Socratic philosophical didactic approach on the development of critical thinking skills in engineering students learning quantum physics

Article Title: Impact of a philosophical didactic approach on the development of critical thinking: qualitative evidence from the teaching of quantum physics

Article References: Tuero-O´Donnell, J. D., Castrejón, G., & Olivo, P. G. (2026). Impact of a philosophical didactic approach on the development of critical thinking: qualitative evidence from the teaching of quantum physics. Journal of New Approaches in Educational Research, 15(1), Article 10. https://doi.org/10.1007/s44322-026-00059-y

Image Credits: AI Generated

DOI: 10.1007/s44322-026-00059-y

Keywords: critical thinking, quantum physics, Socratic dialogue, philosophical didactics, engineering education, Bloom's taxonomy, wave-particle duality, qualitative content analysis, higher education, conceptual change, Colombia, educational innovation