<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092025000100203</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.24247.007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ChatGPT como catalisador do Pensamento Crítico e Criativo]]></article-title>
<article-title xml:lang="en"><![CDATA[ChatGPT as a catalyst for Critical and Creative Thinking]]></article-title>
<article-title xml:lang="es"><![CDATA[ChatGPT como catalizador del Pensamiento Crítico y Creativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paiva]]></surname>
<given-names><![CDATA[Rosa Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[António Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Luís Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aveiro e Laboratório de Inteligência Artificial e Ciência de Computadores Centro de Investigação em Didática e Tecnologia na Formação de Formadores Departamento da Educação e Psicologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro Centro de Investigação em Didática e Tecnologia na Formação de Formadores Departamento de Educação e Psicologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Porto Faculdade de Engenharia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Para dar resposta às exigências atuais de desenvolvimento de capacidades e de disposições de Pensamento Crítico e Criativo (PCC), foi concebido o Modelo de Aprendizagem de PCC com recurso a um modelo de Inteligência Artificial Generativa - o ChatGPT - para alunos do ensino secundário. O Modelo (PCC_IAGen) apresenta seis etapas, nas quais o ChatGPT surge como mentor, ferramenta e simulador. Este estudo tem como objetivos caraterizar os alunos através da aplicação de um Teste de Pensamento Crítico e Criativo e uma Escala de Disposições de Pensamento Crítico e compreender como evoluem as capacidades e as disposições após a aplicação do modelo PCC_IAGen. O estudo realizou-se em Portugal, envolvendo 23 alunos do 12º ano. Os alunos tiveram um nível inicial elevado de capacidades e de disposições de PCC e, também, uma melhoria moderada das capacidades e um aumento significativo nas disposições, especialmente entre os alunos com pontuações iniciais mais baixas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract To address the current demands for the development of skills and dispositions in Critical and Creative Thinking (CCT), the CCT Learning Model was designed using a Generative Artificial Intelligence model-ChatGPT-for high school students. The Model (CCT_GenAI) encompasses six stages, in which ChatGPT acts as a mentor, tool, and simulator. This study aims to characterize the students through the application of a Critical and Creative Thinking Test and a Scale of Critical Thinking Dispositions, and to understand how skills and dispositions evolve after implementing the CCT_GenAI model. The study was conducted in Portugal, involving 23 12th-grade students. The students demonstrated a high initial level of CCT skills and dispositions, as well as a moderate improvement in skills and a significant increase in dispositions, particularly among students with lower initial scores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para responder a las demandas actuales de desarrollo de habilidades y disposiciones de Pensamiento Crítico y Creativo (PCC), se diseñó el Modelo de Aprendizaje de PCC utilizando un modelo de Inteligencia Artificial Generativa: ChatGPT, dirigido a estudiantes de educación secundaria. El Modelo (PCC_IAGen) consta de seis etapas, en las cuales ChatGPT actúa como mentor, herramienta y simulador. Los objetivos de este estudio fueron caracterizar a los estudiantes mediante la aplicación de una Prueba de Pensamiento Crítico y Creativo y una Escala de Disposiciones de Pensamiento Crítico, y comprender cómo evolucionan las habilidades y las disposiciones tras la implementación del modelo PCC_IAGen. El estudio se llevó a cabo en Portugal, involucrando a 23 estudiantes de 12.º grado. Los estudiantes mostraron un alto nivel inicial de habilidades y disposiciones de PCC, así como una mejora moderada en las habilidades y un aumento significativo en las disposiciones, especialmente entre los estudiantes con puntuaciones iniciales más bajas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[Modelo de Aprendizagem de Pensamento Crítico e Criativo]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência Artificial Generativa.]]></kwd>
<kwd lng="en"><![CDATA[Problem solving]]></kwd>
<kwd lng="en"><![CDATA[Critical and Creative Thinking Learning Model]]></kwd>
<kwd lng="en"><![CDATA[Generative Artificial Intelligence.]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Modelo de Aprendizaje del Pensamiento Crítico y Creativo]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia Artificial Generativa.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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